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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:

A Systematic Meta-analysis of the Reliability and Validity of Subjective Cognitive Load Questionnaires in Experimental Multimedia Learning Research
Felix Krieglstein, Maik Beege, Günter Daniel Rey, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2485-2541
Open Access | Times Cited: 56

Showing 1-25 of 56 citing articles:

Development and Validation of a Theory-Based Questionnaire to Measure Different Types of Cognitive Load
Felix Krieglstein, Maik Beege, Günter Daniel Rey, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 1
Open Access | Times Cited: 40
Cognitive Load Theory and Its Relationships with Motivation: a Self-Determination Theory Perspective
Paul Evans, Maarten Vansteenkiste, Philip D. Parker, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 35
Challenging Cognitive Load Theory: The Role of Educational Neuroscience and Artificial Intelligence in Redefining Learning Efficacy
Evgenia Gkintoni, Hera Antonopoulou, Andrew Sortwell, et al.
Brain Sciences (2025) Vol. 15, Iss. 2, pp. 203-203
Open Access | Times Cited: 2
Successful learning with whiteboard animations – A question of their procedural character or narrative embedding?
Sascha Schneider, Felix Krieglstein, Maik Beege, et al.
Heliyon (2023) Vol. 9, Iss. 2, pp. e13229-e13229
Open Access | Times Cited: 19
Feedback Mechanism in Immersive Virtual Reality Influences Physical Hands-on Task Performance and Cognitive Load
Wei‐Sheng Wang, Chia‐Ju Lin, Hsin‐Yu Lee, et al.
International Journal of Human-Computer Interaction (2023) Vol. 40, Iss. 15, pp. 4103-4115
Closed Access | Times Cited: 17
Can prior knowledge increase task complexity? – Cases in which higher prior knowledge leads to higher intrinsic cognitive load
Tino Endres, Oliver Lovell, David Morkunas, et al.
British Journal of Educational Psychology (2022) Vol. 93, Iss. S2, pp. 305-317
Open Access | Times Cited: 24
Comparative Test of Cronbach's Alpha Reliability Coefficient, Kr-20, Kr-21, And Split-Half Method
Hari Sugiharto Setyaedhi
Journal of Education Research and Evaluation (2024) Vol. 8, Iss. 1, pp. 47-57
Open Access | Times Cited: 5
Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies
Ruiqi Deng, Mingyu Jiang, Xiao Yu, et al.
Computers & Education (2024), pp. 105224-105224
Open Access | Times Cited: 5
Measurement through structural equations of the self-concept instrument in high-school students
Ángel Ramón Sabando García, Oswaldo José Jiménez-Bustillo, Lidia Janeth Llacsa-Puma, et al.
Frontiers in Education (2025) Vol. 9
Open Access
Developing the Mental Effort and Load–Translingual Scale (MEL-TS) as a Foundation for Translingual Research in Self-Regulated Learning
Tino Endres, Lisa Bender, Stoo Sepp, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access
Who is the antecedent? Mapping the relation from mental health to mobile phone addiction using cross-lagged panel network analysis
Xiantong Yang, Yujia Yang, Dan Qin, et al.
Current Psychology (2025)
Closed Access
Negatively Marked Elimination-Format Multiple-Choice Questions Are Associated with High Cognitive Load and Poor Student Experience Compared to Single Best Answer
Philip M. Newton, Katherine H. Furby, Judith Campbell, et al.
Medical Science Educator (2025)
Open Access
The Impact of Game-Based Interventions on Adult Cognition: A Systematic Review
Franz Coelho, Daniel Gonçalves, Ana María Abreu
International Journal of Human-Computer Interaction (2025), pp. 1-36
Closed Access
The modality effect reverses in a virtual reality learning environment and influences cognitive load
Patrick Albus, Tina Seufert
Instructional Science (2023) Vol. 51, Iss. 4, pp. 545-570
Open Access | Times Cited: 11
Integrating cognitive load theory with other theories, within and beyond educational psychology
José Hanham, Juan C. Castro-Alonso, Ouhao Chen
British Journal of Educational Psychology (2023) Vol. 93, Iss. S2, pp. 239-250
Open Access | Times Cited: 11
The effects of achievement goal instructions in game-based learning on students’ achievement goals, performance, and achievement emotions
Yuanyuan Hu, Pieter Wouters, Marieke van der Schaaf, et al.
Learning and Instruction (2024) Vol. 93, pp. 101943-101943
Open Access | Times Cited: 3
Effectiveness of embodied learning on learning performance: A meta-analysis based on the cognitive load theory perspective
Chunwei Lyu, Shuao Deng
Learning and Individual Differences (2024) Vol. 116, pp. 102564-102564
Closed Access | Times Cited: 3
Digital ink and differentiated subjective ratings for cognitive load measurement in middle childhood
Kristin Altmeyer, Michael Barz, Luisa Lauer, et al.
British Journal of Educational Psychology (2023) Vol. 93, Iss. S2, pp. 368-385
Open Access | Times Cited: 8
Cognitive Load Approach to Digital Comics Creation: A Student-Centered Learning Case
Dimitris Apostolou, Gerasimos Linardatos
Applied Sciences (2023) Vol. 13, Iss. 13, pp. 7896-7896
Open Access | Times Cited: 8
The More the Better? A Systematic Review and Meta-Analysis of the Benefits of More than Two External Representations in STEM Education
Eva Rexigel, Jochen Kühn, Sebastian Becker-Genschow, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 4
Open Access | Times Cited: 2
An integrated risk and productivity assessment model for public–private partnership projects using fuzzy inference system
Meisam Mahboubi Niazmandi, Roya Sedaeesoula, Saeed Lari, et al.
Decision Analytics Journal (2023) Vol. 10, pp. 100376-100376
Open Access | Times Cited: 6
Pupil dilation as cognitive load measure in instructional videos on complex chemical representations
Marc Rodemer, Jessica M. Karch, Sascha Bernholt
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 5
Applying Cognitive Load Theory in Teacher Education
Venance Timothy, Frank Fischer, Bianca Watzka, et al.
Psychological Test Adaptation and Development (2023) Vol. 4, Iss. 1, pp. 246-256
Open Access | Times Cited: 5
Contextual animation in multimedia learning materials for pre-adolescents: The saga of null results continues
Karolína Schubertová, Jiří Lukavský, Anna Drobná, et al.
Learning and Instruction (2023) Vol. 87, pp. 101803-101803
Closed Access | Times Cited: 4
How to insert visual information into a whiteboard animation with a human hand? Effects of different insertion styles on learning
Felix Krieglstein, Felicia Meusel, Eva Rothenstein, et al.
Smart Learning Environments (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 4
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