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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 meta-analysis on the influence of gamification in formal educational settings on affective and behavioral outcomes
Albert D. Ritzhaupt, Rui Huang, Max Sommer, et al.
Educational Technology Research and Development (2021) Vol. 69, Iss. 5, pp. 2493-2522
Closed Access | Times Cited: 42

Showing 1-25 of 42 citing articles:

Virtual reality and gamification in education: a systematic review
Γεώργιος Λαμπρόπουλος, Kinshuk Kinshuk
Educational Technology Research and Development (2024) Vol. 72, Iss. 3, pp. 1691-1785
Open Access | Times Cited: 67
Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: a meta-analysis and systematic review
Liuyufeng Li, Khe Foon Hew, Jiahui Du
Educational Technology Research and Development (2024) Vol. 72, Iss. 2, pp. 765-796
Open Access | Times Cited: 21
Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: a meta-analysis
Minzi Li, Siyu Ma, Yuyang Shi
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 26
Gamification in higher education: The ECOn+ star battles
Luis R. Murillo‐Zamorano, José Ángel López Sánchez, María José López-Rey, et al.
Computers & Education (2022) Vol. 194, pp. 104699-104699
Closed Access | Times Cited: 31
Can gamification enhance online learning? Evidence from a meta-analysis
Qing Yu, Yu Kun, Baomin Li
Education and Information Technologies (2023) Vol. 29, Iss. 4, pp. 4055-4083
Closed Access | Times Cited: 19
Students' behavioural, cognitive and affective outcomes in gamified flipped classrooms: A meta‐analysis
Xianwu Sun, Maximilian Sailer
Review of Education (2025) Vol. 13, Iss. 1
Open Access
Gamification in collaborative learning: synthesizing evidence through meta-analysis
Taufik Ikhsan Slamet, Chen Meng
Journal of Computers in Education (2025)
Closed Access
Let’s climb the ladders of digital game-based learning experience: a means-end chain perspective
Ljiljan Veselinović, Merima Činjarević, Lejla Turulja, et al.
Interactive Technology and Smart Education (2025)
Closed Access
The Impact of Gamification on Doctoral Students’ Perceptions, Emotions, and Learning in an Online Environment
Yunjo An
TechTrends (2023) Vol. 67, Iss. 4, pp. 706-717
Closed Access | Times Cited: 9
The effects of gamified flipped classroom on student learning: evidence from a meta-analysis
Qing Yu, Kun Yu
Interactive Learning Environments (2023) Vol. 32, Iss. 9, pp. 5126-5141
Closed Access | Times Cited: 9
Exploring the impact of gamification on students’ academic performance: A comprehensive meta‐analysis of studies from the year 2008 to 2023
Jiyuan Zeng, Daner Sun, Chee‐Kit Looi, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 6, pp. 2478-2502
Closed Access | Times Cited: 3
Utilising gamified formative assessment to support English language learning in schools: a scoping review
Chunqi Li, Luke K. Fryer, Samuel Kai Wah Chu
Innovation in Language Learning and Teaching (2024), pp. 1-17
Closed Access | Times Cited: 3
Leveraging Gamification in ICT Education: Examining Gender Differences and Learning Outcomes in Programming Courses
Rafael Mellado, Claudio Cubillos, Rosa María Vicari, et al.
Applied Sciences (2024) Vol. 14, Iss. 17, pp. 7933-7933
Open Access | Times Cited: 3
The escape room and breakout as an aid to learning STEM contents in primary schools: an examination of the development of pre-service teachers in Spain
Félix Yllana-Prieto, David González‐Gómez, Jin Su Jeong
Education 3-13 (2023), pp. 1-17
Closed Access | Times Cited: 8
Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research
Khe Foon Hew, Weijiao Huang
Future in Educational Research (2023) Vol. 1, Iss. 1, pp. 27-49
Open Access | Times Cited: 7
A meta-analysis on the effect of gamified-assessment tools’ on academic achievement in formal educational settings
Yusuf Bolat, Nurullah Taş
Education and Information Technologies (2022) Vol. 28, Iss. 5, pp. 5011-5039
Closed Access | Times Cited: 11
Effects of gamification on academic motivation and confidence of undergraduate nursing students: A systematic review and meta-analysis
Young Kyung Seo, Chan Mi Kang, Kun H Kim, et al.
Nurse Education Today (2024) Vol. 143, pp. 106388-106388
Closed Access | Times Cited: 2
Unlocking potential: Systematic review the use of gamification in leadership curriculum
Tianshi Hao, Jade Winn, Qiang Qiang
Education and Information Technologies (2023) Vol. 29, Iss. 10, pp. 12305-12346
Open Access | Times Cited: 4
The use of leaderboards in education: A systematic review of empirical evidence in higher education
Chunqi Li, Lishi Liang, Luke K. Fryer, et al.
Journal of Computer Assisted Learning (2024)
Open Access | Times Cited: 1
The impact of different combinations of game elements for gamified learning in higher education on student learning outcomes: a multilevel meta-analysis
Wei Xu, Guangqiang Xu, Qian-Wen Xing
Studies in Higher Education (2024), pp. 1-28
Closed Access | Times Cited: 1
Artificial Intelligence in Educational Leadership: Risks and Responsibilities
Innocent Chiawa Igbokwe
Deleted Journal (2024) Vol. 1, Iss. 6, pp. 3-10
Open Access | Times Cited: 1
Research on Influencing Factors of Adoption Behavior of Mobile Readers Based on Meta-Analysis
Haihua Zhou, Jing Liu, Xiaodong Cui
Mathematical Problems in Engineering (2021) Vol. 2021, pp. 1-13
Open Access | Times Cited: 8
A Meta-Analysis on the Effect of Context-Based Learning on Students' Science Academic Achievement in the Turkish Education System
Öznur KARASUBAŞI, Hatice Güngör Seyhan
Journal of Computer and Education Research (2023) Vol. 11, Iss. 21, pp. 44-66
Open Access | Times Cited: 2
Gamification and open learner model: An experimental study on the effects on self-regulatory learning characteristics
Fabrício Domingos Ferreira da Rocha, Bruno Morais Lemos, Pedro Henrique de Brito, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 3, pp. 3525-3546
Closed Access | Times Cited: 2
Learning Landscape in Gamification: The Need for a Methodological Protocol in Research Applications
Matteo Orsoni, Adam K. Dubé, Catia Prandi, et al.
Perspectives on Psychological Science (2023)
Open Access | Times Cited: 2
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