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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:

Effect of disfluency on learning outcomes, metacognitive judgments and cognitive load in computer assisted learning environments
Ulaş İLİÇ, Yavuz Akbulut
Computers in Human Behavior (2019) Vol. 99, pp. 310-321
Closed Access | Times Cited: 19

Showing 19 citing articles:

Effect of animated and interactive video variations on learners' motivation in distance Education
Esra Barut Tuğtekin, Özcan Özgür Dursun
Education and Information Technologies (2021) Vol. 27, Iss. 3, pp. 3247-3276
Open Access | Times Cited: 54
Do Interactive Learning Environments Have an Effect on Learning Outcomes, Cognitive Load and Metacognitive Judgments?
Ufuk Tuğtekin, Hatice Ferhan Odabaşı
Education and Information Technologies (2022) Vol. 27, Iss. 5, pp. 7019-7058
Closed Access | Times Cited: 30
Analytical reasoning reduces internet fraud susceptibility
Nicholas J. Kelley, Anna Hurley‐Wallace, Katherine L. Warner, et al.
Computers in Human Behavior (2023) Vol. 142, pp. 107648-107648
Open Access | Times Cited: 10
Teaching presence promotes learner affective engagement: The roles of cognitive load and need for cognition
Yamei Zhang, Yuan Tian, Liangshuang Yao, et al.
Teaching and Teacher Education (2023) Vol. 129, pp. 104167-104167
Closed Access | Times Cited: 10
A Longitudinal Study on Students’ Foreign Language Anxiety and Cognitive Load in Gamified Classes of Higher Education
Yang Chen, Luying Zhang, Hua Yin
Sustainability (2022) Vol. 14, Iss. 17, pp. 10905-10905
Open Access | Times Cited: 14
Influence of letter shape on readers’ emotional experience, reading fluency, and text comprehension and memorisation
Tanja Medved, Anja Podlešek, Klementina Možina
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 8
The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis
Louise David, Felicitas Biwer, Martine Baars, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 3
Open Access | Times Cited: 2
Learning Progress in a Chinese Order of Stroke Game: The Effects of Intrinsic Cognitive Load and Gameplay Interest Mediated by Flow Experience
Jon‐Chao Hong, Ming-Yueh Hwang, Kai‐Hsin Tai, et al.
Journal of Educational Computing Research (2019) Vol. 58, Iss. 4, pp. 842-862
Closed Access | Times Cited: 14
Review on evaluation techniques for better student learning outcomes using machine learning
Pooja Rana, Lovi Raj Gupta, Mithilesh Kumar Dubey, et al.
2021 2nd International Conference on Intelligent Engineering and Management (ICIEM) (2021), pp. 86-90
Closed Access | Times Cited: 5
The Influence of Single-Channel Disfluency in Two-Channel Video Learning Materials
雪婷 熊
Advances in Social Sciences (2024) Vol. 13, Iss. 06, pp. 318-331
Closed Access
COMPARATIVE STUDY OF DISCUSSION AND QUESTION-ANSWER LEARNING METHOD TO IMPROVE LEARNING OUTCOMES OF VOCATIONAL HIGH SCHOOL STUDENTS
Ira Pratiwi Ramdayana, Hendro Prasetyono, Nurul Viah Tsania Rahman
JURNAL PAJAR (Pendidikan dan Pengajaran) (2020) Vol. 4, Iss. 3, pp. 597-597
Open Access | Times Cited: 3
Flickering presentations do affect the judgment of learning but not the learning outcome
Mirjam Ebersbach, Jana Antonia Guschlbauer, Ralf Rummer
Applied Cognitive Psychology (2023) Vol. 37, Iss. 4, pp. 889-898
Open Access | Times Cited: 1
Ters Yüz Sınıf Modeli Araştırmalarının Bibliyometrik Analiz Yöntemi İle İncelenmesi
Ferhat Bahçeci, Mustafa ÇINAR
Eğitim Ve İnsani Bilimler Dergisi Teori Ve Uygulama (2023) Vol. 14, Iss. 28, pp. 247-274
Open Access | Times Cited: 1
Is There a (Dis-)Fluency Effect in Learning With Handwritten Instructional Texts? Evidence From Three Studies
Maik Beege, Felix Krieglstein, Sascha Schneider, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 3
Promoting Reviewer-Related Attribution: Moderately Complex Presentation of Mixed Opinions Activates the Analytic Process
Guangming Xie, Wenbo Du, Hongping Yuan, et al.
Sustainability (2021) Vol. 13, Iss. 2, pp. 441-441
Open Access | Times Cited: 2
Analysis of the Questioning Ability of Biology Education Students Based on Cognitive Level in Plant Morphology Course
Neni Murniati, Yennita Yennita
Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research (2023), pp. 210-216
Open Access
Fen Bilimleri Öğretmenlerinin Yenilikçi Öğretim Teknolojilerini Kullanarak Ders İçerikleri Hazırlamalarının Teknolojik Pedagojik Alan Bilgisi Yeterliliklerine Etkisi
Gonca Keçeci, Burcu Alan, Selin YILDIZ, et al.
Eğitim Ve İnsani Bilimler Dergisi Teori Ve Uygulama (2023) Vol. 14, Iss. 28, pp. 275-296
Open Access
Dinamik Matematik Öğrenme Nesnelerin Kullanımının Matematik Öğretmen Adaylarının Motivasyon ve Bilişsel Yük Düzeylerine Etkisi
Cihan Orak, Sevda Küçük, Aslan Gülcü
Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi - Instructional Technology and Lifelong Learning (2023)
Open Access
The Impact of Using Dynamic Mathematics Learning Objects on Pre-Service Mathematics Teachers' Motivation and Cognitive Load Levels
Cihan Orak, Sevda Küçük, Aslan Gülcü
Research Square (Research Square) (2022)
Open Access
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