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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:

Embodied Learning Environments for Graphing Motion: a Systematic Literature Review
Carolien Duijzer, Marja van den Heuvel‐Panhuizen, Michiel Veldhuis, et al.
Educational Psychology Review (2019) Vol. 31, Iss. 3, pp. 597-629
Open Access | Times Cited: 66

Showing 1-25 of 66 citing articles:

Research Avenues Supporting Embodied Cognition in Learning and Instruction
Juan C. Castro-Alonso, Paul Ayres, Shirong Zhang, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 10
Embodied instrumentation in learning mathematics as the genesis of a body-artifact functional system
Анна Шварц, Rosa Alberto, Arthur Bakker, et al.
Educational Studies in Mathematics (2021) Vol. 107, Iss. 3, pp. 447-469
Open Access | Times Cited: 41
Comparing Multiple Theories about Learning with Physical and Virtual Representations: Conflicting or Complementary Effects?
Martina A. Rau
Educational Psychology Review (2020) Vol. 32, Iss. 2, pp. 297-325
Closed Access | Times Cited: 41
Action-based embodied design for mathematics learning: A decade of variations on a theme
Rosa Alberto, Анна Шварц, Paul Drijvers, et al.
International Journal of Child-Computer Interaction (2021) Vol. 32, pp. 100419-100419
Open Access | Times Cited: 37
Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches
Rauno Koskinen, Harri Pitkäniemi
International Electronic Journal of Mathematics Education (2022) Vol. 17, Iss. 2, pp. em0679-em0679
Open Access | Times Cited: 23
The Cognitive Architecture of Digital Externalization
Alexander Skulmowski
Educational Psychology Review (2023) Vol. 35, Iss. 4
Open Access | Times Cited: 14
The impact of power posing on presentation performance and self-efficacy in higher education: An embodied cognition approach
Wenzhe Deng, Dandan Liu, Guangrui Fan
Innovations in Education and Teaching International (2025), pp. 1-18
Closed Access
LOWER-SECONDARY STUDENTS' UNDERSTANDING OF CONSTANT VELOCITY MOTION GRAPHS
Tufan İnaltekin, Tolga Saka
Journal of Baltic Science Education (2025) Vol. 24, Iss. 1, pp. 105-121
Open Access
Risk perception and awareness in an augmented reality flood response game: The role of player perspectives
Misha Mirza, Adrian Clark, Stephan Lukosch, et al.
Computers in Human Behavior Reports (2025) Vol. 18, pp. 100657-100657
Closed Access
Teaching Chemistry with Arduino Experiments in a Mixed Virtual-Physical Learning Environment
Nikolaos Papadimitropoulos, Konstadina Dalacosta, Evangelia A. Pavlatou
Journal of Science Education and Technology (2021) Vol. 30, Iss. 4, pp. 550-566
Open Access | Times Cited: 28
Embodied learning for computational thinking in early primary education
Kyungbin Kwon, Minji Jeon, Zhou Chen, et al.
Journal of Research on Technology in Education (2022) Vol. 56, Iss. 4, pp. 410-430
Closed Access | Times Cited: 22
`A Fair Game?': Using Narrative Sensification and Embodied Metaphors for Awareness
Victor José Mahecha Arango, Mufleha Ovais, Yara Youssef, et al.
(2024), pp. 1-12
Open Access | Times Cited: 4
Learn math through motion: a technology-enhanced embodied approach with augmented reality for geometry learning in K-12 classrooms
Hunhui Na, Hanall Sung
Interactive Learning Environments (2025), pp. 1-14
Closed Access
Making Tens with Four Hands: Touchscreen-Based Classroom Activity for Early Number Learning
Oi‐Lam Ng, Wing-Leung Yeung
Digital Experiences in Mathematics Education (2025)
Open Access
Dynamic Visualization in Animated Mathematics Videos: Students’ Experiences and Learning Outcomes
Rogier Bos, Marije Wigmans
International Journal for Technology in Mathematics Education (2025) Vol. 32, Iss. 1, pp. 29-48
Closed Access
Embodied Learning in Immersive Smart Spaces
Mirko Gelsomini, Giulia Leonardi, Franca Garzotto
(2020), pp. 1-14
Open Access | Times Cited: 28
Embodied instrumentation in a dynamic geometry environment: eleven-year-old students’ dragging schemes
Marios Pittalis, Paul Drijvers
Educational Studies in Mathematics (2023) Vol. 113, Iss. 2, pp. 181-205
Closed Access | Times Cited: 10
Research on curriculum resources in mathematics education: a survey of the field
Sebastian Rezat
ZDM (2024) Vol. 56, Iss. 2, pp. 223-237
Open Access | Times Cited: 3
Supporting primary school students’ reasoning about motion graphs through physical experiences
Carolien Duijzer, Marja van den Heuvel‐Panhuizen, Michiel Veldhuis, et al.
ZDM (2019) Vol. 51, Iss. 6, pp. 899-913
Open Access | Times Cited: 24
Is it all about the setting? — A comparison of mathematical modelling with real objects and their representation
Simone Jablonski
Educational Studies in Mathematics (2023) Vol. 113, Iss. 2, pp. 307-330
Open Access | Times Cited: 7
Motor strength as a feature of concepts and visual representations
Omid Khatin‐Zadeh, Jiehui Hu, Danyal Farsani
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 2
Graphically representing covariational functional situations in an interactive embodied digital learning environment
Marios Pittalis, Ute Sproesser, Eleni Demosthenous
International Journal of Mathematical Education in Science and Technology (2024), pp. 1-31
Open Access | Times Cited: 2
Characterizing touchscreen actions in technology-enhanced embodied learning for mathematics instruction in K-12 setting – A systematic review (2010–2023)
Wing-Leung Yeung, Oi‐Lam Ng
Computers & Education (2023) Vol. 205, pp. 104881-104881
Closed Access | Times Cited: 6
Opportunities for Reasoning: Digital Task Design to Promote Students’ Conceptions of Graphs as Representing Relationships between Quantities
Heather L. Johnson, Evan McClintock, Amber Gardner
Digital Experiences in Mathematics Education (2020) Vol. 6, Iss. 3, pp. 340-366
Open Access | Times Cited: 16
Body motion, early algebra, and the colours of abstraction
Ricardo Nemirovsky, Francesca Ferrara, Giulia Ferrari, et al.
Educational Studies in Mathematics (2020) Vol. 104, Iss. 2, pp. 261-283
Open Access | Times Cited: 15
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