Natasha Anne Rappa

836 total citations · 1 hit paper
24 papers, 567 citations indexed

About

Natasha Anne Rappa is a scholar working on Education, Developmental and Educational Psychology and Computer Science Applications. According to data from OpenAlex, Natasha Anne Rappa has authored 24 papers receiving a total of 567 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 10 papers in Developmental and Educational Psychology and 5 papers in Computer Science Applications. Recurrent topics in Natasha Anne Rappa's work include Online Learning and Analytics (5 papers), Online and Blended Learning (5 papers) and Innovative Teaching and Learning Methods (5 papers). Natasha Anne Rappa is often cited by papers focused on Online Learning and Analytics (5 papers), Online and Blended Learning (5 papers) and Innovative Teaching and Learning Methods (5 papers). Natasha Anne Rappa collaborates with scholars based in Australia, Macao and Singapore. Natasha Anne Rappa's co-authors include Timothy Teo, Hai Min Dai, Fang Huang, Kok‐Sing Tang, Kok Wai Wong, Susan Ledger, Caroline Ho, Yam San Chee, Grant Cooper and Martin Cooper and has published in prestigious journals such as Computers in Human Behavior, Computers & Education and Higher Education.

In The Last Decade

Natasha Anne Rappa

21 papers receiving 533 citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Explaining Chinese university students’ continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective

2020 206 citations Hai Min Dai, Timothy Teo et al. Computers & Education profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Natasha Anne Rappa Australia	12	188	155	147	128	113	24	567
Judith Ramsay United Kingdom	11	216 1.1×	154 1.0×	142 1.0×	89 0.7×	191 1.7×	22	685
Yoram M. Kalman Israel	12	146 0.8×	173 1.1×	91 0.6×	58 0.5×	145 1.3×	38	639
Wen-yeh Huang Taiwan	8	137 0.7×	95 0.6×	111 0.8×	219 1.7×	105 0.9×	13	527
Kate Garland United Kingdom	11	212 1.1×	53 0.3×	144 1.0×	118 0.9×	126 1.1×	16	636
Hae‐Deok Song South Korea	13	313 1.7×	126 0.8×	75 0.5×	110 0.9×	68 0.6×	48	598
Christos N. Moridis Greece	11	124 0.7×	84 0.5×	149 1.0×	66 0.5×	122 1.1×	18	547
Crystal Han‐Huei Tsay United Kingdom	6	127 0.7×	98 0.6×	48 0.3×	191 1.5×	88 0.8×	8	415
Fong-Ling Fu Taiwan	5	123 0.7×	138 0.9×	55 0.4×	397 3.1×	180 1.6×	9	598
Cathy Weng Taiwan	12	184 1.0×	64 0.4×	63 0.4×	117 0.9×	85 0.8×	45	575
Patrick Charland Canada	11	139 0.7×	72 0.5×	58 0.4×	174 1.4×	56 0.5×	54	458

Countries citing papers authored by Natasha Anne Rappa

Since Specialization

Citations

This map shows the geographic impact of Natasha Anne Rappa'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 Natasha Anne Rappa with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Natasha Anne Rappa more than expected).

Fields of papers citing papers by Natasha Anne Rappa

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Natasha Anne Rappa. 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 Natasha Anne Rappa. The network helps show where Natasha Anne Rappa may publish in the future.

Co-authorship network of co-authors of Natasha Anne Rappa

This figure shows the co-authorship network connecting the top 25 collaborators of Natasha Anne Rappa. A scholar is included among the top collaborators of Natasha Anne Rappa 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 Natasha Anne Rappa. Natasha Anne Rappa is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Wei, Ruth Chung, et al.. (2025). Extended reality for enhancing communication skills in nursing education: a scoping review. Teaching and learning in nursing. 20(2). e587–e595. 1 indexed citations

Tang, Kok‐Sing, Grant Cooper, Natasha Anne Rappa, & Jonathan Edwards. (2025). Critical questioning with generative AI: Developing AI literacy in secondary education. Thinking Skills and Creativity. 59. 102043–102043.

Tang, Kok‐Sing, et al.. (2024). A dialogic approach to transform teaching, learning & assessment with generative AI in secondary education: a proof of concept. Pedagogies An International Journal. 19(3). 493–503. 14 indexed citations

Rappa, Natasha Anne, et al.. (2024). Work readiness: definitions and conceptualisations. Higher Education Research & Development. 43(8). 1830–1845. 5 indexed citations

Tang, Kok‐Sing, et al.. (2024). A Dialogic Approach to Transform Teaching, Learning & Assessment with Generative AI in Secondary Education. SSRN Electronic Journal. 1 indexed citations

Rappa, Natasha Anne, et al.. (2024). Key considerations for implementing mobile learning in resource-constrained nations: a scoping review. Interactive Learning Environments. 33(3). 1911–1928.

Tang, Kok‐Sing, Hyo‐Jeong So, & Natasha Anne Rappa. (2023). Examining the Multimodal Design of Explainer Videos: A Multimodal Content Analysis of Khan Academy Online Resources. SSRN Electronic Journal.

Rappa, Natasha Anne & Susan Ledger. (2022). Pre-service teachers’ reflections on their challenging experiences interacting with a parent avatar: Insights on deepening reflection on the simulation experience. Journal of Education for Teaching International Research and Pedagogy. 49(2). 311–325. 7 indexed citations

Dai, Hai Min, Timothy Teo, & Natasha Anne Rappa. (2022). The role of gender and employment status in MOOC learning: An exploratory study. Journal of Computer Assisted Learning. 38(5). 1360–1370. 9 indexed citations

10.

Ledger, Susan, et al.. (2021). Simulation platforms in initial teacher education: Past practice informing future potentiality. Computers & Education. 178. 104385–104385. 18 indexed citations

11.

Wong, Kok Wai, et al.. (2021). The Puzzle Challenge Analysis Tool. A Tool for Analysing the Cognitive Challenge Level of Puzzles in Video Games. Proceedings of the ACM on Human-Computer Interaction. 5(CHI PLAY). 1–27. 5 indexed citations

12.

Tang, Kok‐Sing & Natasha Anne Rappa. (2020). The Role of Metalanguage in an Explicit Literacy Instruction on Scientific Explanation. International Journal of Science and Mathematics Education. 19(7). 1311–1331. 24 indexed citations

13.

Dai, Hai Min, Timothy Teo, & Natasha Anne Rappa. (2020). Understanding continuance intention among MOOC participants: The role of habit and MOOC performance. Computers in Human Behavior. 112. 106455–106455. 104 indexed citations

14.

Dai, Hai Min, et al.. (2020). Understanding Chinese female university teachers’ intention to pursue a PhD degree: some insights from a Chinese university. Higher Education. 81(6). 1347–1366. 14 indexed citations

15.

Rappa, Natasha Anne. (2019). Understanding pre-service teachers' experiences of a mixed reality simulation environment: An analysis of pre-service teachers’ perspectives on communicating with a simulated parent avatar. ASCILITE Publications. 531–535. 2 indexed citations

16.

Rappa, Natasha Anne, et al.. (2019). The use of eye tracking technology to explore learning and performance within virtual reality and mixed reality settings: a scoping review. Interactive Learning Environments. 30(7). 1338–1350. 45 indexed citations

17.

Rappa, Natasha Anne & Kok‐Sing Tang. (2018). Integrating disciplinary-specific genre structure in discourse strategies to support disciplinary literacy. Linguistics and Education. 43. 1–12. 20 indexed citations

18.

Rappa, Natasha Anne & Kok‐Sing Tang. (2016). Student Agency: an Analysis of Students’ Networked Relations Across the Informal and Formal Learning Domains. Research in Science Education. 47(3). 673–684. 11 indexed citations

19.

Ho, Caroline, Natasha Anne Rappa, & Yam San Chee. (2009). Designing and implementing virtual enactive role-play and structured argumentation: promises and pitfalls. Computer Assisted Language Learning. 22(5). 381–408. 29 indexed citations

20.

Rappa, Natasha Anne, et al.. (2008). The role of teacher, student and ICT in enhancing student engagement in multiuser virtual environments. British Journal of Educational Technology. 40(1). 61–69. 22 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.

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