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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:

A meta-analysis of the impact of technology on learning effectiveness of elementary students
Sumedha Chauhan
Computers & Education (2016) Vol. 105, pp. 14-30
Closed Access | Times Cited: 344

Showing 1-25 of 344 citing articles:

Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany
Johannes König, Daniela Jäger-Biela, Nina Glutsch
European Journal of Teacher Education (2020) Vol. 43, Iss. 4, pp. 608-622
Open Access | Times Cited: 1220
Systematic review and meta-analysis of augmented reality in educational settings
Juan Garzón, Juán Pavón, Silvia Baldiris
Virtual Reality (2019) Vol. 23, Iss. 4, pp. 447-459
Closed Access | Times Cited: 454
Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment
Oliver A. Meyer, Magnus Kirstoffer Omdahl, Guido Makransky
Computers & Education (2019) Vol. 140, pp. 103603-103603
Open Access | Times Cited: 399
Meta-analysis of the impact of Augmented Reality on students’ learning gains
Juan Garzón, Juan Acevedo
Educational Research Review (2019) Vol. 27, pp. 244-260
Closed Access | Times Cited: 357
Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review
Stella Timotheou, Ourania Miliou, Yannis Dimitriadis, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 6, pp. 6695-6726
Open Access | Times Cited: 269
How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?
Ina Blau, Tamar Shamir‐Inbal, Orit Avdiel
The Internet and Higher Education (2019) Vol. 45, pp. 100722-100722
Closed Access | Times Cited: 253
Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review
Tassia K. Oswald, Alice Rumbold, Sophie G. E. Kedzior, et al.
PLoS ONE (2020) Vol. 15, Iss. 9, pp. e0237725-e0237725
Open Access | Times Cited: 242
How is the use of technology in education evaluated? A systematic review
Jennifer W. M. Lai, Matt Bower
Computers & Education (2019) Vol. 133, pp. 27-42
Closed Access | Times Cited: 220
How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis
Juan Garzón, Kinshuk Kinshuk, Silvia Baldiris, et al.
Educational Research Review (2020) Vol. 31, pp. 100334-100334
Closed Access | Times Cited: 219
Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans
Iris Backfisch, Andreas Lachner, Christoff Hische, et al.
Learning and Instruction (2019) Vol. 66, pp. 101300-101300
Open Access | Times Cited: 156
Online Diagnostic Assessment in Support of Personalized Teaching and Learning: The eDia System
Benő Csapó, Gyöngyvér Molnár
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 152
Variability of teachers’ technology integration in the classroom: A matter of utility!
Iris Backfisch, Andreas Lachner, Kathleen Stürmer, et al.
Computers & Education (2021) Vol. 166, pp. 104159-104159
Open Access | Times Cited: 146
A systematic literature review on the factors influencing e-commerce adoption in developing countries
Saarah Hendricks, Samwel Dick Mwapwele
Data and Information Management (2023) Vol. 8, Iss. 1, pp. 100045-100045
Open Access | Times Cited: 58
An umbrella review of the benefits and risks associated with youths’ interactions with electronic screens
Taren Sanders, Michael Noetel, Philip D. Parker, et al.
Nature Human Behaviour (2023) Vol. 8, Iss. 1, pp. 82-99
Closed Access | Times Cited: 45
Fostering computational thinking through unplugged activities: A systematic literature review and meta-analysis
Peng Chen, Dong Yang, Ahmed Hosny Saleh Metwally, et al.
International Journal of STEM Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 43
Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?
Tim Fütterer, Ronny Scherer, Katharina Scheiter, et al.
Computers & Education (2023) Vol. 198, pp. 104756-104756
Open Access | Times Cited: 40
The Teaching and Learning Toolkit
Steve Higgins
Cambridge University Press eBooks (2018), pp. 54-74
Closed Access | Times Cited: 132
A meta-analysis of teaching and learning computer programming: Effective instructional approaches and conditions
Ronny Scherer, Fazilat Siddiq, Bárbara Sánchez Viveros
Computers in Human Behavior (2020) Vol. 109, pp. 106349-106349
Open Access | Times Cited: 109
Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate
Ali Raygan, Shahab Moradkhani
Computer Assisted Language Learning (2020) Vol. 35, Iss. 8, pp. 1789-1810
Closed Access | Times Cited: 100
A test-based approach of Modeling and Measuring Technological Pedagogical Knowledge
Andreas Lachner, Iris Backfisch, Kathleen Stürmer
Computers & Education (2019) Vol. 142, pp. 103645-103645
Closed Access | Times Cited: 93
All the same or different? Revisiting measures of teachers' technology acceptance
Ronny Scherer, Fazilat Siddiq, Jo Tondeur
Computers & Education (2019) Vol. 143, pp. 103656-103656
Open Access | Times Cited: 80
AR videos as scaffolding to foster students’ learning achievements and motivation in EFL learning
Chih‐Hung Chen
British Journal of Educational Technology (2020) Vol. 51, Iss. 3, pp. 657-672
Closed Access | Times Cited: 78
Educational Robots Improve K-12 Students’ Computational Thinking and STEM Attitudes: Systematic Review
Yanjun Zhang, Luo Rong-hua, Yijin Zhu, et al.
Journal of Educational Computing Research (2021) Vol. 59, Iss. 7, pp. 1450-1481
Closed Access | Times Cited: 77
Artificial Intelligence and New Technologies in Inclusive Education for Minority Students: A Systematic Review
Sdenka Zobeida Salas‐Pilco, Kejiang Xiao, Jun Oshima
Sustainability (2022) Vol. 14, Iss. 20, pp. 13572-13572
Open Access | Times Cited: 65
Which way of design programming activities is more effective to promote K‐12 students' computational thinking skills? A meta‐analysis
Lihui Sun, Linlin Hu, Danhua Zhou
Journal of Computer Assisted Learning (2021) Vol. 37, Iss. 4, pp. 1048-1062
Closed Access | Times Cited: 57
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