Zui Cheng

591 total citations
21 papers, 314 citations indexed

About

Zui Cheng is a scholar working on Education, Developmental and Educational Psychology and Computer Science Applications. According to data from OpenAlex, Zui Cheng has authored 21 papers receiving a total of 314 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 13 papers in Developmental and Educational Psychology and 8 papers in Computer Science Applications. Recurrent topics in Zui Cheng's work include Innovative Teaching and Learning Methods (11 papers), Online and Blended Learning (11 papers) and Online Learning and Analytics (8 papers). Zui Cheng is often cited by papers focused on Innovative Teaching and Learning Methods (11 papers), Online and Blended Learning (11 papers) and Online Learning and Analytics (8 papers). Zui Cheng collaborates with scholars based in United States, China and Switzerland. Zui Cheng's co-authors include Timothy J. Newby, Huanhuan Wang, Sunnie Lee Watson, Jennifer Richardson, Shamila Janakiraman, Adrie A. Koehler, Holly Fiock, Yukiko Maeda, Ahmed Tlili and Dong Yang and has published in prestigious journals such as Journal of Cleaner Production, Computers & Education and The Internet and Higher Education.

In The Last Decade

Zui Cheng

19 papers receiving 295 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Zui Cheng United States 10 181 114 94 51 28 21 314
Nonye Alozie United States 8 212 1.2× 126 1.1× 106 1.1× 65 1.3× 32 1.1× 19 366
Jimmy Frèrejean Netherlands 8 221 1.2× 116 1.0× 42 0.4× 49 1.0× 17 0.6× 15 344
Slaviša Radović Netherlands 11 216 1.2× 87 0.8× 58 0.6× 76 1.5× 16 0.6× 20 326
Sung-Hee Jin South Korea 9 98 0.5× 74 0.6× 102 1.1× 78 1.5× 40 1.4× 41 282
Norah Md Noor Malaysia 10 136 0.8× 85 0.7× 69 0.7× 75 1.5× 20 0.7× 38 304
Shannon Kennedy‐Clark Australia 9 178 1.0× 111 1.0× 49 0.5× 54 1.1× 14 0.5× 35 316
Joni Lämsä Finland 10 217 1.2× 147 1.3× 86 0.9× 111 2.2× 26 0.9× 33 418
Maryam Alqassab Netherlands 7 282 1.6× 101 0.9× 46 0.5× 35 0.7× 21 0.8× 12 354
Gillian Puttick United States 11 152 0.8× 167 1.5× 145 1.5× 31 0.6× 25 0.9× 34 349

Countries citing papers authored by Zui Cheng

Since Specialization
Citations

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

Fields of papers citing papers by Zui Cheng

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Zui Cheng

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

All Works

20 of 20 papers shown
1.
Cheng, Zui, et al.. (2025). Digital diaries supporting self-regulated learning during in-person and online transitions. The Internet and Higher Education. 65. 100994–100994.
2.
Cheng, Zui, et al.. (2025). Integrating Project‐Based Learning With Self‐Regulated Learning to Enhance Programming Learning Motivation. Journal of Computer Assisted Learning. 41(2). 2 indexed citations
3.
Wu, Jiaming, et al.. (2025). Scaffolding self-regulation in project-based programming learning through online collaborative diaries to promote computational thinking. Education and Information Technologies. 30(12). 16243–16267. 3 indexed citations
4.
5.
Cheng, Zui, et al.. (2024). Are we teaching novice instructional designers to be creative? A qualitative case study. Instructional Science. 52(3). 515–556. 4 indexed citations
6.
Cheng, Zui, et al.. (2023). Open badges support goal setting and self-efficacy but not self-regulation in a hybrid learning environment. Computers & Education. 197. 104744–104744. 9 indexed citations
7.
Wang, Huanhuan, et al.. (2023). Examining the applications of intelligent tutoring systems in real educational contexts: A systematic literature review from the social experiment perspective. Education and Information Technologies. 28(7). 9113–9148. 56 indexed citations
8.
Cheng, Zui, et al.. (2023). A meta-analysis addressing the relationship between self-regulated learning strategies and academic performance in online higher education. Journal of Computing in Higher Education. 37(1). 195–224. 9 indexed citations
9.
Cheng, Zui, et al.. (2022). Supporting problem solving with asynchronous online discussions: a social network analysis. Educational Technology Research and Development. 70(3). 737–763. 7 indexed citations
10.
11.
Fiock, Holly, et al.. (2022). Instructional design learners make sense of theory: a collaborative autoethnography. Educational Technology Research and Development. 70(1). 31–57. 5 indexed citations
12.
Cheng, Zui. (2021). Leveraging theories in instructional design: a reflective response to OLSit framework. Educational Technology Research and Development. 69(1). 109–112. 1 indexed citations
13.
Koehler, Adrie A., et al.. (2021). Examining students' use of online case-based discussions to support problem solving: Considering individual and collaborative experiences. Computers & Education. 179. 104407–104407. 16 indexed citations
14.
Janakiraman, Shamila, Sunnie Lee Watson, William R. Watson, & Zui Cheng. (2021). Creating environmentally conscious engineering professionals through attitudinal instruction: A mixed methods study. Journal of Cleaner Production. 291. 125957–125957. 11 indexed citations
15.
Koehler, Adrie A., Zui Cheng, Holly Fiock, Shamila Janakiraman, & Huanhuan Wang. (2020). Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process. Online Learning. 24(4). 23 indexed citations
16.
Newby, Timothy J. & Zui Cheng. (2019). Instructional digital badges: effective learning tools. Educational Technology Research and Development. 68(3). 1053–1067. 33 indexed citations
17.
Cheng, Zui, Jennifer Richardson, & Timothy J. Newby. (2019). Using digital badges as goal-setting facilitators: a multiple case study. Journal of Computing in Higher Education. 32(2). 406–428. 27 indexed citations
18.
Cheng, Zui, Sunnie Lee Watson, & Timothy J. Newby. (2018). Goal Setting and Open Digital Badges in Higher Education. TechTrends. 62(2). 190–196. 37 indexed citations
19.
Richardson, Jennifer, et al.. (2018). Faculty and instructional designers on building successful collaborative relationships. Educational Technology Research and Development. 67(4). 855–880. 32 indexed citations
20.
Cheng, Zui. (2011). Online Chinese teaching and learning: A case study. 2(2). 50–68. 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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