Ying‐Tien Wu

3.1k total citations
60 papers, 2.2k citations indexed

About

Ying‐Tien Wu is a scholar working on Education, Developmental and Educational Psychology and Information Systems. According to data from OpenAlex, Ying‐Tien Wu has authored 60 papers receiving a total of 2.2k indexed citations (citations by other indexed papers that have themselves been cited), including 41 papers in Education, 31 papers in Developmental and Educational Psychology and 10 papers in Information Systems. Recurrent topics in Ying‐Tien Wu's work include Innovative Teaching and Learning Methods (19 papers), Online and Blended Learning (16 papers) and Educational Strategies and Epistemologies (14 papers). Ying‐Tien Wu is often cited by papers focused on Innovative Teaching and Learning Methods (19 papers), Online and Blended Learning (16 papers) and Educational Strategies and Epistemologies (14 papers). Ying‐Tien Wu collaborates with scholars based in Taiwan, China and Indonesia. Ying‐Tien Wu's co-authors include Chin‐Chung Tsai, Min‐Hsien Lee, Hsinyi Peng, Kuen‐Yi Lin, Chia‐Pin Kao, Patricia J. Williams, Chun‐Yen Chang, O. Roger Anderson, Jyh‐Chong Liang and Hsin‐Chih Lai and has published in prestigious journals such as Computers in Human Behavior, Computers & Education and Teaching and Teacher Education.

In The Last Decade

Ying‐Tien Wu

55 papers receiving 2.0k citations

Peers

Ying‐Tien Wu

EDUCA

DEP

SPS

Lina Markauskaitė Australia

Myint Swe Khine United Arab Emirates

Yüksel Göktaş Türkiye

Michael Simonson United States

Marjan Vermeulen Netherlands

Jared Keengwe United States

Richard Joiner United Kingdom

Insung Jung South Korea

İ̇smail Şahi̇n Türkiye

Cher Ping Lim Hong Kong

Lina Markauskaitė Australia

Ying‐Tien Wu

1.1k ×0.8

EDUCA

444 ×0.7

DEP

406 ×1.1

210 ×0.6

SPS

142 ×0.6

Citations per year, relative to Ying‐Tien Wu Ying‐Tien Wu (= 1×) peers Lina Markauskaitė

Countries citing papers authored by Ying‐Tien Wu

Since Specialization

Citations

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

Fields of papers citing papers by Ying‐Tien Wu

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ying‐Tien Wu. 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 Ying‐Tien Wu. The network helps show where Ying‐Tien Wu may publish in the future.

Co-authorship network of co-authors of Ying‐Tien Wu

This figure shows the co-authorship network connecting the top 25 collaborators of Ying‐Tien Wu. A scholar is included among the top collaborators of Ying‐Tien Wu 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 Ying‐Tien Wu. Ying‐Tien Wu 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

Chou, Chih‐Yueh, Tak-Wai Chan, Zhi Hong Chen, et al.. (2024). Defining AI companions: a research agenda—from artificial companions for learning to general artificial companions for Global Harwell. Research and Practice in Technology Enhanced Learning. 20. 32–32. 1 indexed citations

Wang, Li-Jen & Ying‐Tien Wu. (2023). The Influence of Knowledge-Building-Based Collaborative Argumentation Instruction on High School Students' Online Collaborative Argumentation Performance and Behavioral Patterns Regarding Socio-Scientific Issues. Computer-supported collaborative learning/The Computer-Supported Collaborative Learning Conference. 366–367. 1 indexed citations

Wu, Ying‐Tien, Ching Sing Chai, & Li-Jen Wang. (2022). Exploring secondary school teachers’ TPACK for video-based flipped learning: the role of pedagogical beliefs. Education and Information Technologies. 27(6). 8793–8819. 24 indexed citations

Looi, Chee‐Kit, Su Luan Wong, Siu Cheung Kong, et al.. (2022). Interest-Driven Creator Theory: case study of embodiment in an experimental school in Taiwan. Research and Practice in Technology Enhanced Learning. 18. 23–23. 9 indexed citations

Wu, Ying‐Tien, et al.. (2022). Motivation and Grit Affects Undergraduate Students’ English Language Performance. European Journal of Educational Research. volume-11-2022(volume-11-issue-2-april-2022). 781–794. 23 indexed citations

Wu, Ying‐Tien. (2019). An Analysis of the Writing Techniques of The Secret Garden.

Wu, Ying‐Tien, et al.. (2018). The effectiveness of integrating adaptive learning platform with flipped classroom in students' learning performance and self-learning approach. 304–308. 1 indexed citations

Wu, Ying‐Tien, et al.. (2018). Improving Novice Teachers’ Instructional Practice Using Technology Supported Video-based Reflection System: The Role of Novice Teachers’ Beliefs. Journal of Physics Conference Series. 1140. 12029–12029. 4 indexed citations

Cai, Su, Gaoxia Zhu, Ying‐Tien Wu, Enrui Liu, & Xiaoyi Hu. (2018). A case study of gesture-based games in enhancing the fine motor skills and recognition of children with autism. Interactive Learning Environments. 26(8). 1039–1052. 25 indexed citations

10.

Chang, Chia-Jung, Chen‐Chung Liu, Fu-Kwun Hwang, et al.. (2017). An analysis of student collaborative problem solving activities mediated by collaborative simulations. Computers & Education. 114. 222–235. 76 indexed citations

11.

Hong, Huang‐Yao, Bodong Chen, Chin‐Chung Tsai, Chiu-Pin Lin, & Ying‐Tien Wu. (2016). Fostering more informed epistemic views among students through knowledge building. 787–790. 1 indexed citations

12.

Wu, Ying‐Tien, et al.. (2014). Development of an instrument for assessing senior high school students’ preferred and perceived laboratory classroom environment. Learning Environments Research. 17(3). 389–399. 2 indexed citations

13.

Tsai, Chin‐Chung, Ying‐Tien Wu, Meng‐Jung Tsai, et al.. (2011). Internet‐based Science Learning: A review of journal publications. International Journal of Science Education. 33(14). 1893–1925. 60 indexed citations

14.

Wu, Ying‐Tien, et al.. (2011). Modern College English Education Based on Multimedia Technology. Advanced materials research. 271-273. 1647–1650.

15.

Wu, Ying‐Tien, et al.. (2011). Digital Educational Games in Science Learning: A Review of Empirical Research. Lecture notes in computer science. 512–516. 2 indexed citations

16.

Wu, Ying‐Tien & Chin‐Chung Tsai. (2007). Developing an Information Commitment Survey for Assessing Students' Web Information Searching Strategies and Evaluative Standards for Web Materials. Educational Technology & Society. 10(2). 120–132. 32 indexed citations

17.

Wu, Ying‐Tien & Chin‐Chung Tsai. (2006). University Students' Internet Attitudes and Internet Self-Efficacy: AStudy at Three Universities in Taiwan. CyberPsychology & Behavior. 9(4). 441–450. 156 indexed citations

18.

Wu, Ying‐Tien & Chin‐Chung Tsai. (2005). Developing the Information Commitment Survey for assessing college and graduate students’ evaluative standards for Web information and their searching strategies in Web-based learning environments. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2005(1). 2500–2512. 6 indexed citations

19.

Peng, Hsinyi, Chin‐Chung Tsai, & Ying‐Tien Wu. (2005). University students' self‐efficacy and their attitudes toward the Internet: the role of students' perceptions of the Internet. Educational Studies. 32(1). 73–86. 170 indexed citations

20.

Wu, Ying‐Tien. (1992). Role stress and secondary school teacher/coaches in the state of Washington. [Microform Publications, University of Oregon] eBooks. 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.

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