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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:

Inducing Self-Explanation: a Meta-Analysis
Kiran Bisra, Qing Liu, John C. Nesbit, et al.
Educational Psychology Review (2018) Vol. 30, Iss. 3, pp. 703-725
Closed Access | Times Cited: 204

Showing 1-25 of 204 citing articles:

Making Sense of Generative Learning
Logan Fiorella
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 47
Facilitating Diagnostic Competences in Simulations in Higher Education A Framework and a Research Agenda
Nicole Heitzmann, Tina Seidel, Andreas Hetmanek, et al.
Frontline Learning Research (2019), pp. 1-24
Open Access | Times Cited: 121
Generative Learning: Which Strategies for What Age?
Garvin Brod
Educational Psychology Review (2020) Vol. 33, Iss. 4, pp. 1295-1318
Open Access | Times Cited: 102
Consensus statement on the content of clinical reasoning curricula in undergraduate medical education
Nicola Cooper, Maggie Bartlett, Simon Gay, et al.
Medical Teacher (2020) Vol. 43, Iss. 2, pp. 152-159
Open Access | Times Cited: 82
Psychological foundations of emerging technologies for teaching and learning in higher education
Helen Crompton, Matthew L. Bernacki, Jeffrey A. Greene
Current Opinion in Psychology (2020) Vol. 36, pp. 101-105
Closed Access | Times Cited: 75
The Science of Workplace Instruction: Learning and Development Applied to Work
Kurt Kraiger, J. Kevin Ford
Annual Review of Organizational Psychology and Organizational Behavior (2020) Vol. 8, Iss. 1, pp. 45-72
Closed Access | Times Cited: 73
Virtual reality assisted engineering education: A multimedia learning perspective
Adurangba V. Oje, Nathaniel Hunsu, Dominik May
Computers & Education X Reality (2023) Vol. 3, pp. 100033-100033
Open Access | Times Cited: 32
The Relation Between Need for Cognition and Academic Achievement: A Meta-Analysis
Qing Liu, John C. Nesbit
Review of Educational Research (2023) Vol. 94, Iss. 2, pp. 155-192
Open Access | Times Cited: 24
Learnersourcing in the age of AI: Student, educator and machine partnerships for content creation
Hassan Khosravi, Paul Denny, Steven Moore, et al.
Computers and Education Artificial Intelligence (2023) Vol. 5, pp. 100151-100151
Open Access | Times Cited: 24
EXAIT: Educational eXplainable Artificial Intelligent Tools for personalized learning
Hiroaki Ogata, Brendan Flanagan, Kyosuke Takami, et al.
Research and Practice in Technology Enhanced Learning (2023) Vol. 19, pp. 019-019
Open Access | Times Cited: 23
Learning Mechanisms Explaining Learning With Digital Tools in Educational Settings: a Cognitive Process Framework
Frank Reinhold, Timo Leuders, Katharina Loibl, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 14
Teaching a Conversational Agent using Natural Language: Effect on Learning and Engagement
R.P. Love, Edith Law, Philip R. Cohen, et al.
International Journal of Artificial Intelligence in Education (2025)
Open Access | Times Cited: 1
Do worked examples boost the spacing effect on lasting learning?
Julia Krauspe, Mirjam Ebersbach, Ann Ludwig, et al.
Learning and Instruction (2025) Vol. 97, pp. 102103-102103
Closed Access | Times Cited: 1
Enhancing Academic Performance Through Self-Explanation in Digital Learning Environments (DLEs): A Three-Level Meta-Analysis
Liping Tan, Shaoying Gong, Yu‐Jie Wang, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Closed Access | Times Cited: 1
Retrospective Focus Prompts Facilitate Learning From Video Tutorials for Technical Apprenticeship
Simon A. Schriek, Kirsten Berthold, Markus H. Hefter
Applied Cognitive Psychology (2025) Vol. 39, Iss. 2
Open Access | Times Cited: 1
Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining?
Andreas Lachner, Leonie Jacob, Vincent Hoogerheide
Learning and Instruction (2020) Vol. 74, pp. 101438-101438
Open Access | Times Cited: 50
Making internal feedback explicit: exploiting the multiple comparisons that occur during peer review
David Nicol, Suzanne McCallum
Assessment & Evaluation in Higher Education (2021) Vol. 47, Iss. 3, pp. 424-443
Open Access | Times Cited: 50
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?
Andreas Lachner, Vincent Hoogerheide, Tamara van Gog, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 2, pp. 575-607
Open Access | Times Cited: 46
Immersive virtual reality in STEM: is IVR an effective learning medium and does adding self-explanation after a lesson improve learning outcomes?
Liisalotte Elme, Maria L. M. Jørgensen, Gert Dandanell, et al.
Educational Technology Research and Development (2022) Vol. 70, Iss. 5, pp. 1601-1626
Open Access | Times Cited: 36
Using commonly-available technologies to create online multimedia lessons through the application of the Cognitive Theory of Multimedia Learning
Thomas M. Cavanagh, Christa E. Kiersch
Educational Technology Research and Development (2022) Vol. 71, Iss. 3, pp. 1033-1053
Open Access | Times Cited: 33
A meta-analysis of the impact of virtual technologies on students’ spatial ability
Xuan Di, Xudong Zheng
Educational Technology Research and Development (2022) Vol. 70, Iss. 1, pp. 73-98
Closed Access | Times Cited: 30
Cognition and Learning
Peter E. Doolittle, Meghan K. Byrnes
(2023), pp. 79-132
Closed Access | Times Cited: 19
Personalized learning in iSTART: Past modifications and future design
Kathryn S. McCarthy, Micah Watanabe, Jianmin Dai, et al.
Journal of Research on Technology in Education (2020) Vol. 52, Iss. 3, pp. 301-321
Closed Access | Times Cited: 43
nStudy: Software for Learning Analytics about Processes for Self-Regulated Learning
Philip H. Winne, Kenny Teng, Daniel Chang, et al.
Journal of Learning Analytics (2019) Vol. 6, Iss. 2
Open Access | Times Cited: 39
Effects of Self-Explaining on Learning and Transfer of Critical Thinking Skills
Lara M. van Peppen, Peter P. J. L. Verkoeijen, Anita Heijltjes, et al.
Frontiers in Education (2018) Vol. 3
Open Access | Times Cited: 38
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