Po-Hsi Chen

468 total citations
10 papers, 357 citations indexed

About

Po-Hsi Chen is a scholar working on Developmental and Educational Psychology, Management Science and Operations Research and Computer Networks and Communications. According to data from OpenAlex, Po-Hsi Chen has authored 10 papers receiving a total of 357 indexed citations (citations by other indexed papers that have themselves been cited), including 5 papers in Developmental and Educational Psychology, 3 papers in Management Science and Operations Research and 2 papers in Computer Networks and Communications. Recurrent topics in Po-Hsi Chen's work include Psychometric Methodologies and Testing (3 papers), Educational Games and Gamification (2 papers) and Education and Critical Thinking Development (2 papers). Po-Hsi Chen is often cited by papers focused on Psychometric Methodologies and Testing (3 papers), Educational Games and Gamification (2 papers) and Education and Critical Thinking Development (2 papers). Po-Hsi Chen collaborates with scholars based in Taiwan, Hong Kong and Thailand. Po-Hsi Chen's co-authors include Wen‐Chung Wang, Ying‐Yao Cheng, Jon‐Chao Hong, Hsien-Sheng Hsiao, Chi-Ruei Tsai, Kai‐Hsin Tai, Jirarat Sitthiworachart, Hsueh‐Chih Chen, Sherry Y. Chen and Hsien‐Sheng Hsiao and has published in prestigious journals such as Chemosphere, Computers & Education and Psychological Methods.

In The Last Decade

Po-Hsi Chen

10 papers receiving 331 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Po-Hsi Chen Taiwan 10 125 97 86 54 45 10 357
Alan Huebner United States 9 90 0.7× 93 1.0× 43 0.5× 51 0.9× 43 1.0× 26 286
April L. Zenisky United States 11 229 1.8× 183 1.9× 106 1.2× 50 0.9× 58 1.3× 30 467
Stephen Humphry Australia 12 182 1.5× 90 0.9× 69 0.8× 55 1.0× 34 0.8× 33 420
Louis V. DiBello United States 7 174 1.4× 82 0.8× 102 1.2× 34 0.6× 39 0.9× 16 380
Peida Zhan China 14 82 0.7× 184 1.9× 83 1.0× 91 1.7× 70 1.6× 46 478
Dongbo Tu China 10 48 0.4× 80 0.8× 39 0.5× 69 1.3× 27 0.6× 70 357
Peter W. van Rijn United States 13 216 1.7× 127 1.3× 145 1.7× 62 1.1× 63 1.4× 42 455
Allison J. Ames United States 10 97 0.8× 63 0.6× 46 0.5× 29 0.5× 31 0.7× 35 349
Frederick Cline United States 11 105 0.8× 107 1.1× 60 0.7× 30 0.6× 15 0.3× 39 304
Gautam Puhan United States 11 127 1.0× 247 2.5× 85 1.0× 56 1.0× 91 2.0× 53 464

Countries citing papers authored by Po-Hsi Chen

Since Specialization
Citations

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

Fields of papers citing papers by Po-Hsi Chen

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Po-Hsi Chen

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

All Works

10 of 10 papers shown
1.
2.
Hong, Jon‐Chao, et al.. (2020). A Checklist Development for Meaningful Learning in Classroom Observation. International Journal of Information and Education Technology. 10(10). 728–735. 9 indexed citations
3.
4.
Hong, Jon‐Chao, et al.. (2019). The effect of the “Prediction-observation-quiz-explanation” inquiry-based e-learning model on flow experience in green energy learning. Computers & Education. 133. 127–138. 55 indexed citations
5.
Hsiao, Hsien‐Sheng, et al.. (2017). A Five-Stage Prediction-Observation-Explanation Inquiry-Based Learning Model to Improve Students’ Learning Performance in Science Courses. Eurasia Journal of Mathematics Science and Technology Education. 13(7). 41 indexed citations
6.
7.
Wang, Wen‐Chung, et al.. (2013). Higher-Order Item Response Models for Hierarchical Latent Traits. Applied Psychological Measurement. 37(8). 619–637. 25 indexed citations
8.
Chen, Po-Hsi, et al.. (2012). Computerized Adaptive Testing Using a Class of High-Order Item Response Theory Models. Applied Psychological Measurement. 36(8). 689–706. 13 indexed citations
9.
Chen, Po-Hsi, et al.. (2012). Improving Creativity Performance Assessment: A Rater Effect Examination with Many Facet Rasch Model. Creativity Research Journal. 24(4). 345–357. 24 indexed citations
10.
Wang, Wen‐Chung, Po-Hsi Chen, & Ying‐Yao Cheng. (2004). Improving Measurement Precision of Test Batteries Using Multidimensional Item Response Models.. Psychological Methods. 9(1). 116–136. 116 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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2026