Ouhao Chen

1.2k total citations · 1 hit paper
30 papers, 731 citations indexed

About

Ouhao Chen is a scholar working on Experimental and Cognitive Psychology, Developmental and Educational Psychology and Artificial Intelligence. According to data from OpenAlex, Ouhao Chen has authored 30 papers receiving a total of 731 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Experimental and Cognitive Psychology, 20 papers in Developmental and Educational Psychology and 12 papers in Artificial Intelligence. Recurrent topics in Ouhao Chen's work include Visual and Cognitive Learning Processes (23 papers), Innovative Teaching and Learning Methods (17 papers) and Intelligent Tutoring Systems and Adaptive Learning (11 papers). Ouhao Chen is often cited by papers focused on Visual and Cognitive Learning Processes (23 papers), Innovative Teaching and Learning Methods (17 papers) and Intelligent Tutoring Systems and Adaptive Learning (11 papers). Ouhao Chen collaborates with scholars based in Australia, United Kingdom and Singapore. Ouhao Chen's co-authors include John Sweller, Slava Kalyuga, Fred Paas, Juan C. Castro-Alonso, Endah Retnowati, Geoff Woolcott, Lijia Lin, Ying Wang, Emmanuel Manalo and Christopher Lange and has published in prestigious journals such as Journal of Educational Psychology, Frontiers in Psychology and Educational Psychology Review.

In The Last Decade

Ouhao Chen

26 papers receiving 708 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.

A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity

2023 73 citations Ouhao Chen, Fred Paas et al. Educational Psychology Review profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Ouhao Chen Australia	14	404	355	254	198	72	30	731
Rolf Schwonke Germany	14	415 1.0×	570 1.6×	361 1.4×	199 1.0×	32 0.4×	26	837
Krista E. DeLeeuw United States	6	302 0.7×	357 1.0×	430 1.7×	130 0.7×	73 1.0×	7	871
Maria Opfermann Germany	9	368 0.9×	298 0.8×	250 1.0×	70 0.4×	40 0.6×	10	596
Katharina Loibl Germany	13	291 0.7×	511 1.4×	425 1.7×	189 1.0×	22 0.3×	47	808
Ron Salden United States	11	323 0.8×	368 1.0×	178 0.7×	257 1.3×	24 0.3×	16	581
NarayanKripa Sundararajan United States	6	179 0.4×	265 0.7×	203 0.8×	117 0.6×	151 2.1×	9	515
Magnus Haake Sweden	15	127 0.3×	285 0.8×	120 0.5×	158 0.8×	152 2.1×	45	630
Gemma Corbalan Netherlands	11	192 0.5×	325 0.9×	220 0.9×	132 0.7×	16 0.2×	16	521
Amy Witherspoon United States	10	186 0.5×	475 1.3×	156 0.6×	412 2.1×	112 1.6×	16	785
Jeremiah Sullins United States	9	189 0.5×	404 1.1×	150 0.6×	419 2.1×	108 1.5×	25	758

Countries citing papers authored by Ouhao Chen

Since Specialization

Citations

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

Fields of papers citing papers by Ouhao Chen

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ouhao Chen

This figure shows the co-authorship network connecting the top 25 collaborators of Ouhao Chen. A scholar is included among the top collaborators of Ouhao Chen 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 Ouhao Chen. Ouhao Chen 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

Alier, Marc, et al.. (2025). Why is secondary mathematics difficult to learn? Perspectives from in-service teachers and cognitive load theory. Journal of Curriculum Studies. 1–23.

Ngu, Bing H., et al.. (2025). Can Correct and Incorrect Worked Examples Supersede Worked Examples and Problem-Solving on Learning Linear Equations? An Examination from Cognitive Load and Motivation Perspectives. Education Sciences. 15(4). 504–504.

Chen, Ouhao, et al.. (2025). Rethinking pre-training: cognitive load implications for learners with varying prior knowledge. Frontiers in Psychology. 16. 1628047–1628047.

Chen, Ouhao, Endah Retnowati, Juan C. Castro-Alonso, Fred Paas, & John Sweller. (2023). The Relationship between Interleaving and Variability Effects: A Cognitive Load Theory Perspective. Education Sciences. 13(11). 1138–1138. 3 indexed citations

Chen, Ouhao, Fred Paas, & John Sweller. (2023). A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity. Educational Psychology Review. 35(2). 73 indexed citations breakdown →

Costley, Jamie, et al.. (2023). Problem-solving support and instructional sequence: impact on cognitive load and student performance. European Journal of Psychology of Education. 39(3). 1817–1840. 4 indexed citations

Chen, Ouhao, et al.. (2023). Improving English language skills through learning Mathematic contents: From the expertise reversal effect perspective. British Journal of Educational Psychology. 93(S2). 386–401. 4 indexed citations

Chen, Ouhao, Fred Paas, & John Sweller. (2022). Reply to Sana et al.’s (2022) Commentary on Rest-from-Deliberate-Learning as a Mechanism for the Spacing Effect. Educational Psychology Review. 34(3). 1851–1858. 2 indexed citations

Chen, Ouhao. (2022). Strategies to engage students in learning, minimise educational inequality and improve teacher professionalism. Learning Research and Practice. 8(2). 79–83.

10.

Chen, Ouhao, Geoff Woolcott, & Slava Kalyuga. (2021). Comparing alternative sequences of examples and problem-solving tasks: the case of conceptual knowledge. 38(1). 158–170. 9 indexed citations

11.

Koh, Elizabeth & Ouhao Chen. (2021). The expanding boundaries of learning. Learning Research and Practice. 7(1). 1–4. 2 indexed citations

12.

Wang, Ying, Lijia Lin, & Ouhao Chen. (2021). The benefits of teaching on comprehension, motivation, and perceived difficulty: Empirical evidence of teaching expectancy and the interactivity of teaching. British Journal of Educational Psychology. 91(4). 1275–1290. 15 indexed citations

13.

Chen, Ouhao, Fred Paas, & John Sweller. (2021). Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses. Educational Psychology Review. 33(4). 1499–1522. 30 indexed citations

14.

Chen, Ouhao & Geoff Woolcott. (2019). Technology-enhanced mathematics learning: A perspective from Cognitive Load Theory. Journal of Physics Conference Series. 1320(1). 12064–12064. 4 indexed citations

15.

Retnowati, Endah, et al.. (2018). Mathematics problem solving skill acquisition: Learning by Problem Posing or by Problem Solving?. Jurnal Cakrawala Pendidikan. 23 indexed citations

16.

Chen, Ouhao, Endah Retnowati, & Slava Kalyuga. (2018). Effects of worked examples on step performance in solving complex problems. Educational Psychology. 39(2). 188–202. 16 indexed citations

17.

Chen, Ouhao, Juan C. Castro-Alonso, Fred Paas, & John Sweller. (2018). Undesirable Difficulty Effects in the Learning of High-Element Interactivity Materials. Frontiers in Psychology. 9. 1483–1483. 19 indexed citations

18.

Chen, Ouhao, Slava Kalyuga, & John Sweller. (2016). The Expertise Reversal Effect is a Variant of the More General Element Interactivity Effect. Educational Psychology Review. 29(2). 393–405. 120 indexed citations

19.

Chen, Ouhao, Slava Kalyuga, & John Sweller. (2016). Relations between the worked example and generation effects on immediate and delayed tests. Learning and Instruction. 45. 20–30. 53 indexed citations

20.

Chen, Ouhao, Slava Kalyuga, & John Sweller. (2015). The worked example effect, the generation effect, and element interactivity.. Journal of Educational Psychology. 107(3). 689–704. 98 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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