Kee-Man Chuah

854 total citations
51 papers, 453 citations indexed

About

Kee-Man Chuah is a scholar working on Developmental and Educational Psychology, Education and Information Systems. According to data from OpenAlex, Kee-Man Chuah has authored 51 papers receiving a total of 453 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Developmental and Educational Psychology, 17 papers in Education and 12 papers in Information Systems. Recurrent topics in Kee-Man Chuah's work include Online and Blended Learning (8 papers), Online Learning and Analytics (7 papers) and Digital Communication and Language (5 papers). Kee-Man Chuah is often cited by papers focused on Online and Blended Learning (8 papers), Online Learning and Analytics (7 papers) and Digital Communication and Language (5 papers). Kee-Man Chuah collaborates with scholars based in Malaysia, Maldives and Australia. Kee-Man Chuah's co-authors include Muhammad Kamarul Kabilan, Donnie Adams, Su‐Hie Ting, Chwen Jen Chen, Bambang Sumintono, Ahmed Mohamed, Evelyn S. Devadason, Nagaletchimee Annamalai, Keng Sheng Chew and Chien‐Hsu Chen and has published in prestigious journals such as SHILAP Revista de lepidopterología, Education and Information Technologies and International Journal of Emerging Technologies in Learning (iJET).

In The Last Decade

Kee-Man Chuah

44 papers receiving 426 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Kee-Man Chuah Malaysia 11 192 108 77 71 61 51 453
Caroline Steel Australia 10 212 1.1× 135 1.3× 36 0.5× 53 0.7× 130 2.1× 28 501
Daniel Bailey South Korea 13 263 1.4× 110 1.0× 113 1.5× 72 1.0× 97 1.6× 39 551
Shantanu Tilak United States 7 104 0.5× 76 0.7× 32 0.4× 40 0.6× 80 1.3× 25 260
Jamal Kaid Mohammed Ali Saudi Arabia 9 115 0.6× 71 0.7× 222 2.9× 127 1.8× 54 0.9× 35 505
Tonia A. Dousay United States 12 160 0.8× 71 0.7× 40 0.5× 64 0.9× 64 1.0× 34 356
Zakaryia Almahasees Jordan 9 231 1.2× 89 0.8× 76 1.0× 50 0.7× 23 0.4× 22 447
Vivian H. Wright United States 13 331 1.7× 96 0.9× 33 0.4× 37 0.5× 86 1.4× 60 532
Šárka Hubáčková Czechia 10 266 1.4× 147 1.4× 19 0.2× 57 0.8× 56 0.9× 52 411
Mieke Vandewaetere Belgium 11 218 1.1× 77 0.7× 119 1.5× 181 2.5× 286 4.7× 23 580
Jesús García Laborda Spain 11 269 1.4× 262 2.4× 41 0.5× 90 1.3× 91 1.5× 145 649

Countries citing papers authored by Kee-Man Chuah

Since Specialization
Citations

This map shows the geographic impact of Kee-Man Chuah's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Kee-Man Chuah with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kee-Man Chuah more than expected).

Fields of papers citing papers by Kee-Man Chuah

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kee-Man Chuah. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Kee-Man Chuah. The network helps show where Kee-Man Chuah may publish in the future.

Co-authorship network of co-authors of Kee-Man Chuah

This figure shows the co-authorship network connecting the top 25 collaborators of Kee-Man Chuah. A scholar is included among the top collaborators of Kee-Man Chuah based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Kee-Man Chuah. Kee-Man Chuah is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Chuah, Kee-Man, et al.. (2025). Gen Z and Group Work: How Communication Styles Affect Free-Riding Behaviours. Jurnal Komunikasi Malaysian Journal of Communication. 41(1). 423–437.
2.
Chuah, Kee-Man, et al.. (2025). Developing engineering students’ empathy skills using serious games in project management: an exploratory study. Australasian journal of engineering education. 30(2). 109–123.
3.
Chuah, Kee-Man, et al.. (2024). Design and Implementation of Interactive, Remote Online Escape Rooms in Medicinal Chemistry. The Electronic Journal of e-Learning. 22(4). 30–42.
4.
Adams, Donnie, et al.. (2023). From novice to navigator: Students’ academic help-seeking behaviour, readiness, and perceived usefulness of ChatGPT in learning. Education and Information Technologies. 29(11). 13617–13634. 36 indexed citations
5.
Ting, Su‐Hie, et al.. (2023). Lexical Innovation Processes of Youth Netspeak on Malay Twitter Posts. GEMA Online Journal of Language Studies. 23(1). 40–59.
6.
Chuah, Kee-Man, et al.. (2023). Is work from home (WFH) feasible for university language educators in the post COVID-19 era?. Journal of University Teaching and Learning Practice. 20(6). 1 indexed citations
7.
Kabilan, Muhammad Kamarul, Nagaletchimee Annamalai, & Kee-Man Chuah. (2023). Practices, purposes and challenges in integrating gamification using technology: A mixed-methods study on university academics. Education and Information Technologies. 28(11). 14249–14281. 21 indexed citations
8.
Adams, Donnie, Kee-Man Chuah, Ahmed Mohamed, & Bambang Sumintono. (2022). Bricks to Clicks: Students’ Engagement in E-Learning during the COVID-19 Pandemic. Unimas Institutional Repository (Universiti Malaysia Sarawak). 36(2). 99–117. 8 indexed citations
9.
Adams, Donnie, Kee-Man Chuah, Bambang Sumintono, & Ahmed Mohamed. (2021). Students' readiness for e-learning during the COVID-19 pandemic in a South-East Asian university: a Rasch analysis. Asian Education and Development Studies. 11(2). 324–339. 55 indexed citations
10.
Chuah, Kee-Man, et al.. (2020). We “Meme” Business: Exploring Malaysian Youths’ Interpretation of Internet Memes in Social Media Marketing. International Journal of Business and Society. 21(2). 931–944. 11 indexed citations
11.
Chuah, Kee-Man, et al.. (2020). Tryna b Kewl: Textual Analytics of Distorted Words among Malaysian Millennials on Twitter. International Journal of Innovative Technology and Exploring Engineering. 9(3). 3522–3526. 3 indexed citations
12.
Chuah, Kee-Man, et al.. (2019). A Corpus-Based Analysis of Lexical Verbs in L2 Professional Engineering Writing. International Journal of Asian Social Science. 9(8). 461–472. 1 indexed citations
13.
Chuah, Kee-Man, et al.. (2018). Developing 3D Acoustic-Based Virtual Environments for the Teaching of English Vocabulary to Visually-Impaired Learners. Unimas Institutional Repository (Universiti Malaysia Sarawak). 10(2). 157. 2 indexed citations
14.
Chew, Keng Sheng, et al.. (2018). Implementing blended learning in emergency airway management training: a randomized controlled trial. BMC Emergency Medicine. 18(1). 1–1. 28 indexed citations
15.
Chuah, Kee-Man, et al.. (2017). Understanding Pedagogical Approaches of Unimas Moocs in Encouraging Globalised Learning Community. International Journal of Business and Society. 18. 838. 1 indexed citations
16.
Chuah, Kee-Man, et al.. (2017). MOOC Videos-Derived Emotions. Journal of Telecommunication Electronic and Computer Engineering (JTEC). 9. 137–140. 7 indexed citations
17.
Chuah, Kee-Man. (2014). Luring the Lurkers: Increasing Participations in theOnline Discussions of a Blended Learning Course. 1 indexed citations
18.
Ting, Su‐Hie, et al.. (2013). Congruence between Language Proficiency and Communicative Abilities. Procedia - Social and Behavioral Sciences. 97. 448–453. 5 indexed citations
19.
Chuah, Kee-Man, et al.. (2012). ESL Learners Learning Content Subject in English : What \ndo the Malaysian First Cohort Students Say?. Unimas Institutional Repository (Universiti Malaysia Sarawak). 2 indexed citations
20.
Chuah, Kee-Man, et al.. (2012). ESL Learners Learning Content Subject in English: What do the Malaysian First Cohort Students Say?. The International Journal of Learning Annual Review. 18(7). 353–366. 1 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Caroline Steel Breakdown of academic impact, for papers by Daniel Bailey Breakdown of academic impact, for papers by Shantanu Tilak Breakdown of academic impact, for papers by Jamal Kaid Mohammed Ali Breakdown of academic impact, for papers by Tonia A. Dousay Breakdown of academic impact, for papers by Zakaryia Almahasees Breakdown of academic impact, for papers by Vivian H. Wright Breakdown of academic impact, for papers by Šárka Hubáčková Breakdown of academic impact, for papers by Mieke Vandewaetere Breakdown of academic impact, for papers by Jesús García Laborda
Rankless by CCL
2026