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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:

An exploratory study on fade-in versus fade-out scaffolding for novice programmers in online collaborative programming settings
Lanqin Zheng, Yuanyi Zhen, Jiayu Niu, et al.
Journal of Computing in Higher Education (2022) Vol. 34, Iss. 2, pp. 489-516
Open Access | Times Cited: 27

Showing 1-25 of 27 citing articles:

Multimodal learning analytics of collaborative patterns during pair programming in higher education
Weiqi Xu, Yajuan Wu, Fan Ouyang
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 32
Effects of the interaction between metacognition teaching and students’ learning achievement on students’ computational thinking, critical thinking, and metacognition in collaborative programming learning
Li Wei, Cheng‐Ye Liu, Judy C. R. Tseng
Education and Information Technologies (2023) Vol. 28, Iss. 10, pp. 12919-12943
Closed Access | Times Cited: 23
LLM-based collaborative programming: impact on students’ computational thinking and self-efficacy
Yi-Miao Yan, Chuangqi Chen, Yun Cheong Hu, et al.
Humanities and Social Sciences Communications (2025) Vol. 12, Iss. 1
Open Access | Times Cited: 1
Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming
Fan Ouyang, Xinyu Dai, Si Chen
International Journal of STEM Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 26
The effects of metacognitive scaffolding of project-based learning environments on students’ metacognitive ability and computational thinking
Cuiyu Wang, Bao-Lian Gao, Shu-Jie Chen
Education and Information Technologies (2023) Vol. 29, Iss. 5, pp. 5485-5508
Closed Access | Times Cited: 15
Exploring the differences in response characteristics to teacher scaffolding between the high- and low-performing groups during collaborative problem solving
Rui Wang, Xiaoran Li, Wanqing Hu, et al.
Thinking Skills and Creativity (2025) Vol. 56, pp. 101753-101753
Closed Access
Customising a Three‐Stage Fade‐Out Scaffolding for Collaborative Programming Learning: Effects on Programming Achievement, Self‐Efficacy and Programming Behaviour
Yiming Zhang, Zhongmei Han, Tao He, et al.
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 2
Closed Access
Development of a metacognitive regulation‐based collaborative programming system and its effects on students' learning achievements, computational thinking tendency and group metacognition
Li Wei, Cheng‐Ye Liu, Judy C. R. Tseng
British Journal of Educational Technology (2023) Vol. 55, Iss. 1, pp. 318-339
Closed Access | Times Cited: 12
Exploring the emergent role configuration and behavioral pattern in middle school collaborative programming learning
Peng Chen, Rong Wang, Xiaoyi Chen
Education and Information Technologies (2025)
Closed Access
The Effects of Three Scaffoldings on Computer-Supported, Robot-Assisted Collaborative Programming in Higher Education
Weiqi Xu, Xinran Dong, Fan Ouyang
International Journal of Human-Computer Interaction (2024), pp. 1-16
Closed Access | Times Cited: 3
The effects of pre-training types on cognitive load, self-efficacy, and problem-solving in computer programming
Jaewon Jung, Yoonhee Shin, H M Chung, et al.
Journal of Computing in Higher Education (2024)
Closed Access | Times Cited: 3
Impact of question presence and interactivity in instructional videos on student learning
Ruiqi Deng, Yi Yang, Suqin Shen
Education and Information Technologies (2024)
Closed Access | Times Cited: 3
Impact of generative AI dialogic feedback on different stages of programming problem solving
Xin Gong, Zhixia Li, Ailing Qiao
Education and Information Technologies (2024)
Closed Access | Times Cited: 2
Learning analytics in programming courses: Review and implications
Uzma Omer, Rabia Tehseen, Muhammad Shoaib Farooq, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 9, pp. 11221-11268
Closed Access | Times Cited: 6
Exploring the impact of concept-oriented faded WOE and metacognitive scaffolding on learners’ transfer performance and motivation in programming education
Yoonhee Shin, Jaewon Jung, Hyun Ji Lee
Metacognition and Learning (2023) Vol. 19, Iss. 1, pp. 147-168
Closed Access | Times Cited: 6
Research on the Influence of Socially Regulated Learning on Online Collaborative Knowledge Building in the Post COVID-19 Period
Jia Lü, Xiaohong Chen, Xiaodan Wang, et al.
Sustainability (2022) Vol. 14, Iss. 22, pp. 15345-15345
Open Access | Times Cited: 9
Preference for debugging strategies and debugging tools and their relationship with course achievement: Preliminary results of a study involving novice programmers.
Laura Cruz Castro, Jenny Quintana‐Cifuentes, Akash Kumar
(2024)
Open Access | Times Cited: 1
Promoting elementary school students’ programming learning: Effects of metacognitive vs. cognitive scaffolding
Yi-Pin Huang, Hoisoo Kim, Yingying Pan, et al.
Journal of Research on Technology in Education (2024), pp. 1-16
Closed Access | Times Cited: 1
Effect of Different Flow Design Approaches on Undergraduates' Computational Thinking During Pair Programming
Ruijie Zhou, Chong Xie, Xiuling He, et al.
Journal of Educational Computing Research (2024) Vol. 62, Iss. 7, pp. 1865-1895
Closed Access | Times Cited: 1
The influence of scaffolding for computational thinking on cognitive load and problem-solving skills in collaborative programming
Yoonhee Shin, Jaewon Jung, Seohyun Choi, et al.
Education and Information Technologies (2024)
Closed Access | Times Cited: 1
Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups
María Consuelo Sáiz Manzanares, Caroline Martin, Irene González-Díez, et al.
Education Sciences (2024) Vol. 14, Iss. 11, pp. 1205-1205
Open Access | Times Cited: 1
Development of Course Modules in Python for Hardware Security Education
Brooks Olney, Mateus Augusto Fernandes Amador, Robert Karam
SoutheastCon (2023), pp. 912-919
Closed Access | Times Cited: 2
Scaffolding Novices: Analyzing When and How Parsons Problems Impact Novice Programming in an Integrated Science Assignment
Benyamin T. Tabarsi, Heidi Reichert, Nicholas Lytle, et al.
(2024), pp. 42-54
Closed Access
Investigating the Effect of Interface Scaffolding and Example Design on Learning and Performance in a Code-Tracing Tutor
Jay Jennings
(2024)
Open Access
The effect of cumulative eye movements’ guidance of experts on transition from novice to expert
Neslihan Yondemir Çalişkan, Emine Şendurur
Educational Technology Research and Development (2024)
Open Access
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