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:
CID: a framework for the cognitive analysis of composite instructional designs
Katharina Loibl, Timo Leuders, Inga Glogger‐Frey, et al.
Instructional Science (2024)
Open Access | Times Cited: 8
Katharina Loibl, Timo Leuders, Inga Glogger‐Frey, et al.
Instructional Science (2024)
Open Access | Times Cited: 8
Showing 8 citing articles:
Problem-solving prior to instructional explanations when learning javelin throwing in primary school
Christian Leukel, Katharina Loibl
Instructional Science (2025)
Open Access
Christian Leukel, Katharina Loibl
Instructional Science (2025)
Open Access
Comparing effectiveness of exploratory learning activities given before instruction: generating multiple strategies vs. inventing one strategy
Lianda Velić, Marci S. DeCaro
Instructional Science (2025)
Closed Access
Lianda Velić, Marci S. DeCaro
Instructional Science (2025)
Closed Access
When is observing failure productive? Investigating the role of solution diversity in vicarious failure
Thomas C. Braas, Christian Hartmann, Vincent Hoogerheide, et al.
Instructional Science (2025)
Open Access
Thomas C. Braas, Christian Hartmann, Vincent Hoogerheide, et al.
Instructional Science (2025)
Open Access
Problem-solving before instruction for learning linear algebra in university mathematics
Vera Baumgartner, Simona Daguati, Dragan Trninić, et al.
Instructional Science (2025)
Open Access
Vera Baumgartner, Simona Daguati, Dragan Trninić, et al.
Instructional Science (2025)
Open Access
Lernen aus Fehlern fördern – Computerbasierte Adaptivität am Übergang zwischen Problemlösen und expliziter Instruktion
Antje Boomgaarden, Katharina Loibl, Timo Leuders
Journal für Mathematik-Didaktik (2024) Vol. 45, Iss. 2
Open Access | Times Cited: 1
Antje Boomgaarden, Katharina Loibl, Timo Leuders
Journal für Mathematik-Didaktik (2024) Vol. 45, Iss. 2
Open Access | Times Cited: 1
Investigating learner characteristics and processes in Productive Failure and Vicarious Failure to design adaptive guidance
Charleen Brand, Christian Hartmann, Katharina Loibl, et al.
Learning and Instruction (2024) Vol. 95, pp. 102052-102052
Open Access | Times Cited: 1
Charleen Brand, Christian Hartmann, Katharina Loibl, et al.
Learning and Instruction (2024) Vol. 95, pp. 102052-102052
Open Access | Times Cited: 1
Increasing contrasting cases during exploration or practice problems given before or after instruction
Marci S. DeCaro, Campbell R. Bego, Lianda Velić, et al.
Instructional Science (2024)
Closed Access | Times Cited: 1
Marci S. DeCaro, Campbell R. Bego, Lianda Velić, et al.
Instructional Science (2024)
Closed Access | Times Cited: 1
Cognitive Analysis of Composite Instructional Designs: New Directions for Research on Problem-Solving Prior to Instruction
Katharina Loibl, Timo Leuders, Inga Glogger‐Frey, et al.
Computer-supported collaborative learning/The Computer-Supported Collaborative Learning Conference (2023), pp. 321-324
Open Access | Times Cited: 2
Katharina Loibl, Timo Leuders, Inga Glogger‐Frey, et al.
Computer-supported collaborative learning/The Computer-Supported Collaborative Learning Conference (2023), pp. 321-324
Open Access | Times Cited: 2
Can failure be made productive also in Bayesian reasoning? A conceptual replication study
Katharina Loibl, Timo Leuders
Instructional Science (2024)
Open Access
Katharina Loibl, Timo Leuders
Instructional Science (2024)
Open Access
