Shao‐Chen Chang

1.8k total citations · 1 hit paper
33 papers, 1.3k citations indexed

About

Shao‐Chen Chang is a scholar working on Developmental and Educational Psychology, Information Systems and Education. According to data from OpenAlex, Shao‐Chen Chang has authored 33 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Developmental and Educational Psychology, 15 papers in Information Systems and 11 papers in Education. Recurrent topics in Shao‐Chen Chang's work include Mobile Learning in Education (10 papers), Innovative Teaching and Learning Methods (10 papers) and Educational Games and Gamification (9 papers). Shao‐Chen Chang is often cited by papers focused on Mobile Learning in Education (10 papers), Innovative Teaching and Learning Methods (10 papers) and Educational Games and Gamification (9 papers). Shao‐Chen Chang collaborates with scholars based in Taiwan, China and Thailand. Shao‐Chen Chang's co-authors include Gwo‐Jen Hwang, Di Zou, Qifan Yang, Han‐Yu Sung, Hui‐Chun Chu, Shengyuan Wang, Ting‐Chia Hsu, Morris Siu–Yung Jong, Pei‐Ying Chen and Shun-Yun Hu and has published in prestigious journals such as Computers & Education, British Journal of Educational Technology and Educational Technology Research and Development.

In The Last Decade

Shao‐Chen Chang

33 papers receiving 1.2k 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.

Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions

2018 298 citations Shao‐Chen Chang, Gwo‐Jen Hwang Computers & Education profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Shao‐Chen Chang Taiwan	21	492	464	412	262	235	33	1.3k
Po‐Han Wu Taiwan	12	515 1.0×	640 1.4×	661 1.6×	250 1.0×	284 1.2×	31	1.5k
José Antonio González‐Calero Spain	19	396 0.8×	493 1.1×	394 1.0×	599 2.3×	208 0.9×	66	1.4k
Ioannis Kazanidis Greece	18	393 0.8×	331 0.7×	438 1.1×	274 1.0×	440 1.9×	78	1.4k
Brett E. Shelton United States	23	410 0.8×	427 0.9×	349 0.8×	315 1.2×	519 2.2×	57	1.6k
Sevda Küçük Türkiye	20	562 1.1×	239 0.5×	439 1.1×	348 1.3×	440 1.9×	49	1.5k
Yueh Min Huang Taiwan	20	545 1.1×	421 0.9×	635 1.5×	173 0.7×	111 0.5×	48	1.3k
Athanasios Christopoulos Finland	16	258 0.5×	359 0.8×	296 0.7×	189 0.7×	315 1.3×	56	1.1k
Feng‐Kuang Chiang China	16	340 0.7×	251 0.5×	467 1.1×	145 0.6×	530 2.3×	59	1.2k
Luis P. Prieto Estonia	23	688 1.4×	616 1.3×	390 0.9×	973 3.7×	183 0.8×	88	1.7k
Ivica Botički Croatia	17	407 0.8×	451 1.0×	401 1.0×	331 1.3×	142 0.6×	68	1.1k

Countries citing papers authored by Shao‐Chen Chang

Since Specialization

Citations

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

Fields of papers citing papers by Shao‐Chen Chang

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Shao‐Chen Chang

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

Chang, Shao‐Chen, et al.. (2025). An intelligent recommender system based on K-nearest neighbors to foster self-regulated learning and reduce cognitive load in online higher education. Computers & Education. 240. 105470–105470. 1 indexed citations

Hwang, Gwo‐Jen, et al.. (2023). Effects of incorporating a two-tier assessment-based guiding mechanism into contextual games on students’ learning achievement and behaviors in horticultural education. Interactive Learning Environments. 32(10). 6845–6867. 2 indexed citations

Chang, Shao‐Chen, et al.. (2023). Effects of a peer assessment-based scrum project learning system on computer programming’s learning motivation, collaboration, communication, critical thinking, and cognitive load. Education and Information Technologies. 29(6). 7105–7128. 10 indexed citations

Chang, Ching‐Yi, Patcharin Panjaburee, & Shao‐Chen Chang. (2022). Effects of integrating maternity VR-based situated learning into professional training on students’ learning performances. Interactive Learning Environments. 32(5). 2121–2135. 15 indexed citations

Hwang, Gwo‐Jen, et al.. (2022). Incorporating teacher intelligence into digital games: An expert system‐guided self‐regulated learning approach to promoting EFL students' performance in digital gaming contexts. British Journal of Educational Technology. 54(2). 534–553. 24 indexed citations

Hwang, Gwo‐Jen, et al.. (2022). From Critique to Computational Thinking: A Peer-Assessment-Supported Problem Identification, Flow Definition, Coding, and Testing Approach for Computer Programming Instruction. Journal of Educational Computing Research. 60(5). 1301–1324. 20 indexed citations

Chang, Di, Gwo‐Jen Hwang, Shao‐Chen Chang, & Shengyuan Wang. (2021). Promoting students’ cross-disciplinary performance and higher order thinking: a peer assessment-facilitated STEM approach in a mathematics course. Educational Technology Research and Development. 69(6). 3281–3306. 38 indexed citations

Lin, Hui‐Chen, Gwo‐Jen Hwang, Shao‐Chen Chang, & Yaw‐Don Hsu. (2021). Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context. Computers & Education. 173. 104266–104266. 64 indexed citations

Chang, Shao‐Chen, et al.. (2021). An online collaborative peer-assessment approach to strengthening pre-service teachers’ digital content development competence and higher-order thinking tendency. Educational Technology Research and Development. 69(2). 1155–1181. 31 indexed citations

10.

Hsu, Tien‐Yu, et al.. (2021). A mandatory contribution-based collaborative gaming approach to enhancing students’ collaborative learning outcomes in Science museums. Interactive Learning Environments. 31(5). 2692–2706. 21 indexed citations

11.

Chang, Shao‐Chen, et al.. (2021). Facilitating EFL learners’ active behaviors in speaking: a progressive question prompt-based peer-tutoring approach with VR contexts. Interactive Learning Environments. 31(4). 2268–2287. 39 indexed citations

12.

Hwang, Gwo‐Jen, et al.. (2021). Facilitating decision making in authentic contexts: an SVVR-based experiential flipped learning approach for professional training. Interactive Learning Environments. 31(8). 5219–5235. 20 indexed citations

13.

Hwang, Gwo‐Jen, et al.. (2021). Effects of gamified interactive e-books on students’ flipped learning performance, motivation, and meta-cognition tendency in a mathematics course. Educational Technology Research and Development. 69(6). 3255–3280. 41 indexed citations

14.

Hwang, Gwo‐Jen & Shao‐Chen Chang. (2020). Facilitating knowledge construction in mobile learning contexts: A bi‐directional peer‐assessment approach. British Journal of Educational Technology. 52(1). 337–357. 39 indexed citations

15.

Yang, Qifan, Shao‐Chen Chang, Gwo‐Jen Hwang, & Di Zou. (2020). Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students' English vocabulary learning performance, anxiety and behaviors. Computers & Education. 148. 103808–103808. 135 indexed citations

16.

Hwang, Gwo‐Jen, et al.. (2020). Powering up flipped learning: An online learning environment with a concept map‐guided problem‐posing strategy. Journal of Computer Assisted Learning. 37(2). 429–445. 28 indexed citations

17.

Hwang, Gwo‐Jen, et al.. (2020). A fuzzy expert system-based adaptive learning approach to improving students’ learning performances by considering affective and cognitive factors. Computers and Education Artificial Intelligence. 1. 100003–100003. 107 indexed citations

18.

Chang, Shao‐Chen & Gwo‐Jen Hwang. (2018). Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers & Education. 125. 226–239. 298 indexed citations breakdown →

19.

Hwang, Gwo‐Jen, et al.. (2017). Effects of integrating an active learning-promoting mechanism into location-based real-world learning environments on students’ learning performances and behaviors. Educational Technology Research and Development. 66(2). 451–474. 29 indexed citations

20.

Chang, Shao‐Chen, et al.. (2012). Two-phase online memory leak detection. 1–4. 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.

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