| Explaining Chinese university students’ continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective HM Dai, T Teo, NA Rappa, F Huang Computers & Education 150, 103850, 2020 | 268 | 2020 |
| Understanding continuance intention among MOOC participants: The role of habit and MOOC performance HM Dai, T Teo, NA Rappa Computers in Human Behavior 112, 106455, 2020 | 153 | 2020 |
| The use of eye tracking technology to explore learning and performance within virtual reality and mixed reality settings: a scoping review NA Rappa, S Ledger, T Teo, K Wai Wong, B Power, B Hilliard Interactive Learning Environments, 1338-1350, 2022 | 67 | 2022 |
| Designing and implementing virtual enactive role-play and structured argumentation: Promises and pitfalls CML Ho, NA Rappa, YS Chee Computer Assisted Language Learning 22 (5), 381-408, 2009 | 64 | 2009 |
| The role of teacher, student and ICT in enhancing student engagement in multiuser virtual environments NA Rappa, DKH Yip, SC Baey British Journal of Educational Technology 40 (1), 61-69, 2009 | 62 | 2009 |
| Integrating disciplinary-specific genre structure in discourse strategies to support disciplinary literacy NA Rappa, KS Tang Linguistics and Education 43, 1-12, 2018 | 48 | 2018 |
| Simulation platforms in initial teacher education: Past practice informing future potentiality S Ledger, M Burgess, N Rappa, B Power, KW Wong, T Teo, B Hilliard Computers & Education 178, 104385, 2022 | 34 | 2022 |
| The role of metalanguage in an explicit literacy instruction on scientific explanation KS Tang, NA Rappa International Journal of Science and Mathematics Education, 2020 | 34 | 2020 |
| Student agency: An analysis of students’ networked relations across the informal and formal learning domains NA Rappa, KS Tang Research in Science Education 47, 673-684, 2017 | 34 | 2017 |
| Understanding Chinese female university teachers’ intention to pursue a PhD degree: some insights from a Chinese university. HM Dai, B Ju, T Teo, NA Rappa Higher Education, 2021 | 26 | 2021 |
| Resilience interventions using interactive technology: a scoping review M Pusey, KW Wong, NA Rappa Interactive Learning Environments 30 (10), 1940-1955, 2022 | 25 | 2022 |
| Using Case Studies to Explore Need Satisfaction and Frustration in Puzzle Video Games M Pusey, KKW Wong, NA Rappa Games and Culture, 2021 | 19 | 2021 |
| The role of gender and employment status in MOOC learning: An exploratory study DH Min, T Teo, NA Rappa Journal of Computer Assisted Learning, 2022 | 12 | 2022 |
| Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept sketches C Ho, JKY Wong, NA Rappa Teaching, Learning and Scaffolding in CLIL Science Classrooms, 85-113, 2021 | 11 | 2021 |
| The puzzle challenge analysis tool. A tool for analysing the cognitive challenge level of puzzles in video games M Pusey, KW Wong, NA Rappa Proceedings of the ACM on Human-Computer Interaction 5 (CHI PLAY), 1-27, 2021 | 10 | 2021 |
| Pre-service teachers’ reflections on their challenging experiences interacting with a parent avatar: Insights on deepening reflection on the simulation experience NA Rappa, S Ledger Journal of Education for Teaching 49 (2), 311-325, 2023 | 9 | 2023 |
| Work readiness: definitions and conceptualisations K Peersia, NA Rappa, LB Perry Higher Education Research & Development, 1-16, 2024 | 7 | 2024 |
| A dialogic approach to transform teaching, learning & assessment with generative AI in secondary education: A proof of concept KS Tang, G Cooper, N Rappa, M Cooper, C Sims, K Nonis Pedagogies: An International Journal 19 (3), 493-503, 2024 | 6 | 2024 |
| A Dialogic Approach to Transform Teaching, Learning & Assessment with Generative AI in Secondary Education KS Tang, G Cooper, N Rappa, M Cooper, C Sims, K Nonis Pedagogies 19 (3), 2024 | 6 | 2024 |
| Understanding pre-service teachers' experiences of a mixed reality simulation environment: An analysis of pre-service teachers’ perspectives on communicating with a simulated … NA Rappa Research Repository 126 (1.97), 535-539, 2019 | 6 | 2019 |
Hai Min DaiSchool of Education, Shanghai Jiao Tong UniversityEmail verificata su sjtu.edu.cn
