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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis
Zhihui Cai, Peipei Mao, Dandan Wang, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 2, pp. 537-574
Closed Access | Times Cited: 64

Showing 26-50 of 64 citing articles:

Design for safety training for construction professionals: A digital game-based learning approach
Juliana Tay, Sufiana Safiena, Tianxiang Lan, et al.
Safety Science (2024) Vol. 177, pp. 106588-106588
Closed Access | Times Cited: 3
Theranostic Applications of Scaffolds in Current Biomedical Research
Sarika J Patil, Vandana M Thorat, Akshada Amit Koparde, et al.
Cureus (2024)
Open Access | Times Cited: 3
High School Students’ Motivation to Learn Climate Change Science through Educational Computer Games
Metin Besalti, Glenn Smith
Simulation & Gaming (2024) Vol. 55, Iss. 3, pp. 527-551
Closed Access | Times Cited: 2
Interdisciplinary Art Learning Through Artistic Digital Game-Based Learning (DGBL): Evaluating Learning Outcomes and Processes Among Science and Engineering Students
SiBo Zhou, Norfarizah Mohd Bakhir
Empirical Studies of the Arts (2024) Vol. 43, Iss. 1, pp. 584-617
Closed Access | Times Cited: 2
Promoting math learning in educational games with virtual companions providing learning supports
Xiaorong Guo, Siyang Liu, Shaoying Gong, et al.
Education and Information Technologies (2024) Vol. 29, Iss. 16, pp. 22341-22370
Closed Access | Times Cited: 2
Problematic Gaming and Students’ Academic Performance: A Systematic Review
Alanood Khalid D Alzahrani, Mark D. Griffiths
International Journal of Mental Health and Addiction (2024)
Open Access | Times Cited: 2
The links between experiential learning and 4E cognition
Angélique Lebert, Óscar Vilarroya
Annals of the New York Academy of Sciences (2024) Vol. 1541, Iss. 1, pp. 37-52
Open Access | Times Cited: 2
Space Adventure Game-Based Learning: How Games and Scaffolds Affect Eighth Graders' Physics Learning and Game Immersion
Chun-Hsin Kuo, M.C. Chen, Robasa Nababan, et al.
IEEE Transactions on Learning Technologies (2023) Vol. 17, pp. 229-240
Closed Access | Times Cited: 6
Online Assessment and Game-Based Development of Inductive Reasoning
Attila Pásztor, Andrea Magyar, Anita Pásztor-Kovács, et al.
Journal of Intelligence (2022) Vol. 10, Iss. 3, pp. 59-59
Open Access | Times Cited: 8
Learning game innovations in immersive game environments: a factor analytic study of students’ learning inventory in virtual reality
Kung Wong Lau
Virtual Reality (2023) Vol. 27, Iss. 3, pp. 2331-2339
Closed Access | Times Cited: 4
The Effects of Digital Game-Based Learning in Technology-Oriented Course: A Case Study in the Biochemistry Department
Cengiz GÜNDÜZALP
Journal of Education in Science Environment and Health (2024), pp. 42-59
Open Access | Times Cited: 1
The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysis
Canmei Xu, Mariëtte Huizinga, Daniale Tekelia Ekubagewargies, et al.
Educational Psychologist (2024) Vol. 59, Iss. 3, pp. 195-215
Open Access | Times Cited: 1
The effect of mobile scaffolding on academic achievement and cognitive load of third grade students in mathematical problem solving
Firuzan Hilal Karabay, Can Meşe
Asia Pacific Education Review (2024) Vol. 26, Iss. 1, pp. 227-246
Closed Access | Times Cited: 1
Adapting player styles to enhance learning and retention in high school science education
Mahsa Moradi, Yousef Mahdavinasab, Mahboobe Mehrvarz
E-Learning and Digital Media (2024)
Closed Access | Times Cited: 1
Do males have more favorable attitudes towards digital game use than Females: A Meta-Analytic review
Caiyan Liu, Zhikeng Wang, Yajiao Yang, et al.
Children and Youth Services Review (2024) Vol. 160, pp. 107550-107550
Closed Access | Times Cited: 1
How do Canadian parents evaluate numeracy content in math apps for young children?
Nicola Urquhart, Joanne Lee, Eileen Wood
Journal of Children and Media (2024), pp. 1-19
Closed Access | Times Cited: 1
Eighth Graders and a Math Intelligent Tutoring System: A Deep Neural Network Analysis
Kelun Lu, Lingxin Hao, I-Jeng Wang, et al.
Communications in computer and information science (2024), pp. 38-46
Closed Access | Times Cited: 1
Parent–child discrepancies in mate preferences: A three‐level meta‐analysis
Lu Ran Zhang, Kelly Ka Lai Lam, Wei‐Wen Chen
Journal of Family Theory & Review (2024)
Open Access | Times Cited: 1
Learning With Board Games: Interplay of Context and Students’ Prior Knowledge
Mylène Sanchiz, Manuel Gimenes, Éric Lambert
The Journal of Experimental Education (2024), pp. 1-24
Closed Access | Times Cited: 1
More than just fun and games: The role of games in postsecondary education to support self‐regulated learning
John L. Nietfeld, Rayne A. Sperling, Taylor M. Young
New Directions for Teaching and Learning (2023) Vol. 2023, Iss. 174, pp. 41-47
Open Access | Times Cited: 4
Implementing web-based e-scaffolding enhances learning (ESEL) at the center of mass conceptual understanding
Lia Laela Sarah, Yudi Ananto, Dona Octonary, et al.
Jurnal Inovasi Pendidikan IPA (2022) Vol. 8, Iss. 1, pp. 37-46
Open Access | Times Cited: 6
Get That App!: Examining Parental Evaluations of Numeracy Apps
Nicola Urquhart, Joanne Lee, Eileen Wood
Journal of Research in Childhood Education (2023) Vol. 38, Iss. 3, pp. 337-351
Closed Access | Times Cited: 3
Personalization in Graphically Rich E-Learning Environments for K-6 Mathematics
Ben Levy, Arnon Hershkovitz, Michal Tabach, et al.
IEEE Transactions on Learning Technologies (2023) Vol. 16, Iss. 3, pp. 364-376
Closed Access | Times Cited: 2
A meta-analysis to gauge the impact of pedagogies employed in mixed-ability high school biology classrooms
Malavika E. Santhosh, Jolly Bhadra, Zubair Ahmad, et al.
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access
Gamification Based Collaborative Learning: The Impact of Rewards on Student Motivation
Sonia Sahli, Thierry Spriet
Lecture notes in networks and systems (2024), pp. 124-130
Closed Access

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