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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:

Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations
Jonna Malmberg, Eetu Haataja, Sanna Järvelä
Metacognition and Learning (2022) Vol. 17, Iss. 3, pp. 793-811
Open Access | Times Cited: 15

Showing 15 citing articles:

Triggers for self-regulated learning: A conceptual framework for advancing multimodal research about SRL
Sanna Järvelä, Allyson F. Hadwin
Learning and Individual Differences (2024) Vol. 115, pp. 102526-102526
Open Access | Times Cited: 7
An integrated model of socially shared regulation of learning: The role of metacognition, affect, and motivation
Cara A. Singh, Krista R. Muis
Educational Psychologist (2024) Vol. 59, Iss. 3, pp. 177-194
Closed Access | Times Cited: 5
Direct comparison of virtual reality and 2D delivery on sense of presence, emotional and physiological outcome measures
Caroline Kühne, Eda D. Kecelioglu, Steven Maltby, et al.
Frontiers in Virtual Reality (2023) Vol. 4
Open Access | Times Cited: 11
In Sync or Out of Sync? Understanding Stress and Learning Performance in Collaborative Healthcare Simulations through Physiological Synchrony and Arousal
Lixiang Yan, Dragan Gašević, Vanessa Echeverría, et al.
International Journal of Artificial Intelligence in Education (2025)
Open Access
How can scientific inquiry groups improve learning performance? ——Analysis based on the combination of NCA and fsQCA
Xiaoyue Wang, Cixiao Wang
Learning and Instruction (2025) Vol. 98, pp. 102135-102135
Closed Access
Introduction to the special issue: the role of metacognition in complex skills - spotlights on problem solving, collaboration, and self-regulated learning
Florian Krieger, Roger Azevedo, Arthur C. Graesser, et al.
Metacognition and Learning (2022) Vol. 17, Iss. 3, pp. 683-690
Open Access | Times Cited: 15
Physiological Synchrony and Arousal as Indicators of Stress and Learning Performance in Embodied Collaborative Learning
Lixiang Yan, Roberto Martínez‐Maldonado, Linxuan Zhao, et al.
Lecture notes in computer science (2023), pp. 602-614
Closed Access | Times Cited: 6
The Perceived Complexity of Learning Tasks Influences Students’ Collaborative Interactions in Immersive Virtual Reality
Henry Matovu, Mihye Won, Ricardo Bruno Hernández-Alvarado, et al.
Journal of Science Education and Technology (2024) Vol. 33, Iss. 4, pp. 542-555
Open Access | Times Cited: 2
A systematic exploration of attentional load effects on the C1 ERP component
Nan Qin, Francesca Crespi, Alice Mado Proverbio, et al.
Psychophysiology (2023) Vol. 60, Iss. 6
Open Access | Times Cited: 4
The PhD whisperer: a collection of doctoral researchers’ problematic incidents with their supervisors
Lance Peng
(2024)
Open Access | Times Cited: 1
Learners’ Linguistic Alignment and Physiological Synchrony
Joni Lämsä, Justin Edwards, Eetu Haataja, et al.
Journal of Learning Analytics (2024), pp. 1-18
Open Access | Times Cited: 1
How do social interaction and group-level regulation shape task perceptions in collaborative learning task?
Eija Vuorenmaa, Andy Nguyen, Sanna Järvelä
Scandinavian Journal of Educational Research (2024), pp. 1-17
Open Access
Implementing adaptive learning technologies: Practical strategies for enhancing cognition in mathematics education
Mohamad Ahmad Saleem Khasawneh
International Journal of ADVANCED AND APPLIED SCIENCES (2024) Vol. 11, Iss. 8, pp. 111-118
Open Access
Investigating mental workload across task modalities: a multimodal analysis using pupillometry
Snehal Dhengre, Ling Rothrock
Ergonomics (2024), pp. 1-14
Open Access
Multimodal Measures Characterizing Collaborative Groups’ Interaction and Engagement in Learning
Jonna Malmberg, Eetu Haataja, Tiina Törmänen, et al.
Advances in analytics for learning and teaching (2023), pp. 197-216
Closed Access | Times Cited: 1
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