Nick Kelly

1.3k total citations
61 papers, 757 citations indexed

About

Nick Kelly is a scholar working on Education, Developmental and Educational Psychology and Mechanical Engineering. According to data from OpenAlex, Nick Kelly has authored 61 papers receiving a total of 757 indexed citations (citations by other indexed papers that have themselves been cited), including 28 papers in Education, 17 papers in Developmental and Educational Psychology and 10 papers in Mechanical Engineering. Recurrent topics in Nick Kelly's work include Innovative Teaching and Learning Methods (15 papers), Design Education and Practice (10 papers) and Online and Blended Learning (8 papers). Nick Kelly is often cited by papers focused on Innovative Teaching and Learning Methods (15 papers), Design Education and Practice (10 papers) and Online and Blended Learning (8 papers). Nick Kelly collaborates with scholars based in Australia, United States and Spain. Nick Kelly's co-authors include Amy Antonio, John S. Gero, Marc Clarà, Peter C. Terry, Kate Thompson, Les Dawes, Peter Petocz, Michael Cavanagh, Boris Handal and Chris Campbell and has published in prestigious journals such as Australasian Journal of Paramedicine, Teaching and Teacher Education and Knowledge-Based Systems.

In The Last Decade

Nick Kelly

55 papers receiving 714 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Nick Kelly Australia 15 421 161 132 130 87 61 757
Matthew W. Easterday United States 16 211 0.5× 230 1.4× 172 1.3× 144 1.1× 80 0.9× 41 670
Stephen Petrina Canada 16 417 1.0× 156 1.0× 100 0.8× 145 1.1× 163 1.9× 54 880
Lucila Carvalho Australia 19 477 1.1× 194 1.2× 247 1.9× 110 0.8× 277 3.2× 65 1.1k
Antoine van den Beemt Netherlands 20 680 1.6× 249 1.5× 220 1.7× 168 1.3× 233 2.7× 37 1.2k
Hungwei Tseng United States 13 473 1.1× 243 1.5× 162 1.2× 108 0.8× 182 2.1× 30 841
Daniel Rees Lewis United States 12 500 1.2× 209 1.3× 108 0.8× 73 0.6× 72 0.8× 34 803
Tamara Clegg United States 18 450 1.1× 182 1.1× 183 1.4× 265 2.0× 233 2.7× 62 914
Maria Limniou United Kingdom 12 353 0.8× 133 0.8× 84 0.6× 83 0.6× 126 1.4× 42 663
John Wedman United States 14 510 1.2× 203 1.3× 83 0.6× 62 0.5× 88 1.0× 53 910
Lisa C. Yamagata-Lynch United States 16 796 1.9× 457 2.8× 151 1.1× 150 1.2× 126 1.4× 34 1.3k

Countries citing papers authored by Nick Kelly

Since Specialization
Citations

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

Fields of papers citing papers by Nick Kelly

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Nick Kelly. 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 Nick Kelly. The network helps show where Nick Kelly may publish in the future.

Co-authorship network of co-authors of Nick Kelly

This figure shows the co-authorship network connecting the top 25 collaborators of Nick Kelly. A scholar is included among the top collaborators of Nick Kelly 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 Nick Kelly. Nick Kelly 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.
Kelly, Nick, et al.. (2025). Framing the core expertise of learning designers through strong concepts. Higher Education. 1 indexed citations
2.
Gillett‐Swan, Jenna, et al.. (2025). Decision-making conditions for participatory student voice research at scale: examples from studying vertical school spaces. International Journal of Qualitative Studies in Education. 38(10). 1581–1603.
3.
Kerr, Jeremy T. & Nick Kelly. (2024). Use of personas in co-designing learning experiences with teachers: An exploratory case study. International Journal of Technology and Design Education. 35(1). 189–207. 2 indexed citations
4.
Kelly, Nick, et al.. (2023). Co-design for staff professional learning within universities: a case study. Journal of Applied Research in Higher Education. 16(2). 315–327. 1 indexed citations
5.
Kelly, Nick, et al.. (2023). Developing a statistical electric vehicle charging model and its application in the performance assessment of a sustainable urban charging hub. Journal of Building Performance Simulation. 18(3). 291–310. 2 indexed citations
6.
Kelly, Nick & John S. Gero. (2022). Reviewing the concept of design frames towards a cognitive model. Design Science. 8. 2 indexed citations
7.
Whiteford, Chrystal, Nick Kelly, & Les Dawes. (2021). Why Become a Teacher? Exploring Motivations for Becoming Science and Mathematics Teachers in Australia Science and Mathematics Teachers in Australia. Australasian Journal of Paramedicine. 46(3). 1–19. 9 indexed citations
8.
Kelly, Nick, et al.. (2021). Studying teachers in social network sites: a review of methods. Review of Education. 9(3). 2 indexed citations
9.
Kelly, Nick, et al.. (2021). Representing teacher coaching sessions: understanding coaching that develops teachers' capability to design for learning. International Journal of Mentoring and Coaching in Education. 10(4). 418–434. 2 indexed citations
10.
Kelly, Nick & John S. Gero. (2021). Design thinking and computational thinking: a dual process model for addressing design problems. Design Science. 7. 34 indexed citations
11.
Kelly, Nick, Cheryl Sim, & Michael Ireland. (2018). Slipping through the cracks: teachers who miss out on early career support. Asia-Pacific Journal of Teacher Education. 46(3). 292–316. 17 indexed citations
12.
Kelly, Nick, et al.. (2017). Combining event- and variable-centred approaches to institution-facing learning analytics at the unit of study level. International Journal of Information and Learning Technology. 34(1). 63–78. 8 indexed citations
13.
Kelly, Nick, et al.. (2017). Networked learning for agricultural extension: a framework for analysis and two cases. The Journal of Agricultural Education and Extension. 23(5). 399–414. 28 indexed citations
14.
Markauskaitė, Lina, Nick Kelly, & Michael J. Jacobson. (2017). Model-Based Knowing: How Do Students Ground Their Understanding About Climate Systems in Agent-Based Computer Models?. Research in Science Education. 50(1). 53–77. 18 indexed citations
15.
Kelly, Nick & Amy Antonio. (2016). Teacher peer support in social network sites. Teaching and Teacher Education. 56. 138–149. 122 indexed citations
16.
Kelly, Nick & John S. Gero. (2015). Creative systems that generate and explore. QUT ePrints (Queensland University of Technology). 1 indexed citations
17.
Kelly, Nick, et al.. (2015). An integrated approach to attracting and retaining teachers in rural and remote parts of Australia. QUT ePrints (Queensland University of Technology). 17(2). 1. 30 indexed citations
18.
Thompson, Kate, et al.. (2013). Using automated and fine-grained analysis of pronoun use as indicators of progress in an online collaborative project. QUT ePrints (Queensland University of Technology). 1. 486–493. 8 indexed citations
19.
Handal, Boris, Chris Campbell, Michael Cavanagh, Peter Petocz, & Nick Kelly. (2012). Integrating Technology, Pedagogy and Content in Mathematics Education.. QUT ePrints (Queensland University of Technology). 31(4). 387–413. 10 indexed citations
20.
Kelly, Nick, et al.. (2012). Agent-based computer models for learning about climate change and process analysis techniques. University of Southern Queensland ePrints (University of Southern Queensland). 3 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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