Xianmin Yang

882 total citations
28 papers, 579 citations indexed

About

Xianmin Yang is a scholar working on Developmental and Educational Psychology, Information Systems and Education. According to data from OpenAlex, Xianmin Yang has authored 28 papers receiving a total of 579 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Developmental and Educational Psychology, 10 papers in Information Systems and 9 papers in Education. Recurrent topics in Xianmin Yang's work include Innovative Teaching and Learning Methods (7 papers), Online Learning and Analytics (5 papers) and Mobile Learning in Education (5 papers). Xianmin Yang is often cited by papers focused on Innovative Teaching and Learning Methods (7 papers), Online Learning and Analytics (5 papers) and Mobile Learning in Education (5 papers). Xianmin Yang collaborates with scholars based in China, Taiwan and United States. Xianmin Yang's co-authors include Xiaojie Li, Shengquan Yu, Chunlin Li, Ting Lu, Youlong Luo, Jihong Li, Jihong Li, I-Ling Cheng, Yongbo Liu and Kinshuk Kinshuk and has published in prestigious journals such as Computers & Education, Information Processing & Management and The Internet and Higher Education.

In The Last Decade

Xianmin Yang

25 papers receiving 556 citations

Peers

Xianmin Yang

EDUCA

DEP

CSA

CNC

Addison Y.S. Su Taiwan

Patricia Schänk United States

Yao Ting Sung Taiwan

Niwat Srisawasdi Thailand

Clark N. Quinn United States

Jože Rugelj Slovenia

Yalın Kılıç Türel Türkiye

Stephan Weibelzahl Ireland

Helen Donelan United Kingdom

Scott Grant Australia

Addison Y.S. Su Taiwan

Xianmin Yang

185 ×0.7

EDUCA

193 ×1.0

174 ×1.1

DEP

161 ×1.4

CSA

18 ×0.3

CNC

Citations per year, relative to Xianmin Yang Xianmin Yang (= 1×) peers Addison Y.S. Su

Countries citing papers authored by Xianmin Yang

Since Specialization

Citations

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

Fields of papers citing papers by Xianmin Yang

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Xianmin Yang

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Bi, Xinyu, Yongbin Hu, Li Li, Jinying Zhang, & Xianmin Yang. (2025). Immersive virtual reality for classroom management training: Enhancing pre-service teachers’ skills, emotions, and learning satisfaction. Education and Information Technologies. 30(9). 12387–12411. 1 indexed citations

Xue, Xianwu, et al.. (2025). Mapping the complexity of learners’ attitudes toward ChatGPT: preliminary validation of a new scale. Behaviour and Information Technology. 45(3). 463–477.

Yang, Xianmin, et al.. (2024). Enhancing pre-service teachers’ classroom management competency in a large class context: the role of fully immersive virtual reality. Humanities and Social Sciences Communications. 11(1). 6 indexed citations

Yang, Xianmin, et al.. (2024). Evaluating the quality of student-generated content in learnersourcing: A large language model based approach. Education and Information Technologies. 30(2). 2331–2360. 1 indexed citations

Li, Xiaoyi, et al.. (2024). The effectiveness of virtual reality training on social skills in education: A meta-analysis. Education and Information Technologies. 30(1). 89–105.

Yang, Xianmin, et al.. (2024). University Students’ Attitudes Toward ChatGPT Profiles and Their Relation to ChatGPT Intentions. International Journal of Human-Computer Interaction. 1–14. 21 indexed citations

Zheng, Xudong, et al.. (2023). Effects of different types of cues and self-explanation prompts in instructional videos on deep learning: evidence from multiple data analysis. Educational Technology Research and Development. 71(3). 807–831. 12 indexed citations

Liu, Simeng, et al.. (2022). Coparenting matters: The mediating effect of implicit theories of intelligence and depression on the relation between coparental conflict and STEM self-efficacy among Chinese adolescents. Current Psychology. 41(10). 6687–6699. 6 indexed citations

Li, Chunlin, Jing Zhang, & Xianmin Yang. (2021). Scalable blockchain storage mechanism based on two-layer structure and improved distributed consensus. The Journal of Supercomputing. 78(4). 4850–4881. 16 indexed citations

10.

Li, Chunlin, et al.. (2021). Lightweight blockchain consensus mechanism and storage optimization for resource-constrained IoT devices. Information Processing & Management. 58(4). 102602–102602. 72 indexed citations

11.

Yang, Xianmin, et al.. (2020). Effects of environment and posture on the concentration and achievement of students in mobile learning. Interactive Learning Environments. 29(3). 400–413. 22 indexed citations

12.

Wei, Xuefeng, I-Ling Cheng, Nian‐Shing Chen, et al.. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development. 68(3). 1461–1484. 95 indexed citations

13.

Li, Xiaojie & Xianmin Yang. (2016). Effects of Learning Styles and Interest on Concentration and Achievement of Students in Mobile Learning. Journal of Educational Computing Research. 54(7). 922–945. 37 indexed citations

14.

Yang, Xianmin & Shengquan Yu. (2015). Designing a Resource Evolution Support System for Open Knowledge Communities.. Educational Technology & Society. 18(4). 385–400. 5 indexed citations

15.

Yang, Xianmin, Xiaojie Li, & Ting Lu. (2015). Using mobile phones in college classroom settings: Effects of presentation mode and interest on concentration and achievement. Computers & Education. 88. 292–302. 32 indexed citations

16.

Yu, Shengquan, et al.. (2013). From Learning Object to Learning Cell: A Resource Organization Model for Ubiquitous Learning.. Educational Technology & Society. 18(2). 206–224. 36 indexed citations

17.

Yang, Xianmin, et al.. (2013). Designing a trust evaluation model for open‐knowledge communities. British Journal of Educational Technology. 45(5). 880–901. 8 indexed citations

18.

Jiang, Bo, et al.. (2012). No-self: the Psychological Analysis of Self-view in Buddhism. Acta Psychologica Sinica. 43(2). 213–220. 2 indexed citations

19.

Yang, Xianmin, Shengquan Yu, & Zhong Sun. (2012). The effect of collaborative annotation on Chinese reading level in primary schools in China. British Journal of Educational Technology. 44(1). 95–111. 29 indexed citations

20.

Sun, Zhong & Xianmin Yang. (2008). The Design Application of a Software: Promoting Deep-Level Reading in the Web-Based Classroom in Chinese Primary School. 3. 923–927. 2 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.

Explore authors with similar magnitude of impact