Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

To reward and beyond: Analyzing the effect of reward-based strategies in a MOOC
Alejandro Ortega‐Arranz, Miguel L. Bote‐Lorenzo, Juan I. Asensio‐Pérez, et al.
Computers & Education (2019) Vol. 142, pp. 103639-103639
Closed Access | Times Cited: 62

Showing 1-25 of 62 citing articles:

Explaining Chinese university students’ continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective
Hai Min Dai, Timothy Teo, Natasha Anne Rappa, et al.
Computers & Education (2020) Vol. 150, pp. 103850-103850
Closed Access | Times Cited: 201
The role of motivation in MOOCs’ retention rates: a systematic literature review
Mehdi Badali, Javad Hatami, Seyyed Kazem Banihashem, et al.
Research and Practice in Technology Enhanced Learning (2022) Vol. 17, Iss. 1
Open Access | Times Cited: 76
Online Assessment in Higher Education: A Systematic Review
Joana Heil, Dirk Ifenthaler
Online Learning (2023) Vol. 27, Iss. 1
Open Access | Times Cited: 45
Natural Language Generation Using Deep Learning to Support MOOC Learners
Chenglu Li, Wanli Xing
International Journal of Artificial Intelligence in Education (2021) Vol. 31, Iss. 2, pp. 186-214
Closed Access | Times Cited: 95
Taking action to reduce dropout in MOOCs: Tested interventions
Inma Borrella, Sergio Caballero-Caballero, Eva Ponce-Cueto
Computers & Education (2021) Vol. 179, pp. 104412-104412
Closed Access | Times Cited: 61
Digital Learning Is an Educational Format towards Sustainable Education
Maria José Sousa, Ana Lúcia Marôco, Sónia P. Gonçalves, et al.
Sustainability (2022) Vol. 14, Iss. 3, pp. 1140-1140
Open Access | Times Cited: 48
Intangible rewards versus tangible rewards in gamified online learning: Which promotes student intrinsic motivation, behavioural engagement, cognitive engagement and learning performance?
Xiao Ya, Khe Foon Hew
British Journal of Educational Technology (2023) Vol. 55, Iss. 1, pp. 297-317
Open Access | Times Cited: 32
A Study on the Influencing Factors of Continued Intention to Use MOOCs: UTAUT Model and CCC Moderating Effect
Yalin Li, Min Zhao
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 54
Exploring effects of intelligent recommendation, interactivity, and playfulness on learning engagement: An application of TikTok considering the meditation of anxiety and moderation of virtual reward
Shaofeng Wang, Dong Yang, Boulus Shehata, et al.
Computers in Human Behavior (2023) Vol. 149, pp. 107951-107951
Closed Access | Times Cited: 18
Systematic literature review about gamification in MOOCs
Marta Jarnac de Freitas, Miguel Mira da Silva
Open Learning The Journal of Open Distance and e-Learning (2020) Vol. 38, Iss. 1, pp. 73-95
Open Access | Times Cited: 44
The Critical Factors of Student Performance in MOOCs for Sustainable Education: A Case of Chinese Universities
Qin Yang, Young‐Chan Lee
Sustainability (2021) Vol. 13, Iss. 14, pp. 8089-8089
Open Access | Times Cited: 40
The role of e-engagement and flow on the continuance with a learning management system in a blended learning environment
Tiong‐Thye Goh, Yang Bing
International Journal of Educational Technology in Higher Education (2021) Vol. 18, Iss. 1
Open Access | Times Cited: 39
Research on predicting learning achievement in a flipped classroom based on MOOCs by big data analysis
Qian Yan, Cheng‐Xin Li, Xiuguo Zou, et al.
Computer Applications in Engineering Education (2021)
Closed Access | Times Cited: 30
Developing the e-commerce competency for entrepreneurship education from a gamified competition
Shu-Chun Ho, Jianliang Chen
The International Journal of Management Education (2022) Vol. 21, Iss. 1, pp. 100737-100737
Closed Access | Times Cited: 21
Gamification, Online Learning and Motivation: A Quantitative and Qualitative Analysis in Higher Education
Milagros Torrado Cespón, José María Díaz Lage
Contemporary Educational Technology (2022) Vol. 14, Iss. 4, pp. ep381-ep381
Open Access | Times Cited: 20
Investigating the predictors of adolescent learners’ continuance intention to engage with a gamified e-learning platform about traffic safety in Vietnam
Hoang Nam Le, Ariane Cuenen, Tú Anh Trinh, et al.
Transportation Research Part F Traffic Psychology and Behaviour (2025) Vol. 109, pp. 1229-1245
Closed Access
Effects of digital badges on pupils' computational thinking and learning motivation in computer science
Yuhan Dong, Hongliang Ma, Hongying Li, et al.
Acta Psychologica (2025) Vol. 254, pp. 104824-104824
Closed Access
The Persistence Puzzle: Bibliometric Insights into Dropout in MOOCs
Irina Daniela L. Cismasu, Bianca Cibu, Liviu‐Adrian Cotfas, et al.
Sustainability (2025) Vol. 17, Iss. 7, pp. 2952-2952
Open Access
What makes learners enhance learning outcomes in MOOCs? Exploring the roles of gamification and personalization
Yung‐Ming Cheng
Interactive Technology and Smart Education (2023) Vol. 21, Iss. 2, pp. 308-330
Closed Access | Times Cited: 10
Emotionally Engaged Learners Are More Satisfied with Online Courses
Ruiqi Deng
Sustainability (2021) Vol. 13, Iss. 20, pp. 11169-11169
Open Access | Times Cited: 23
MOOC Dropout Prediction Based on Multidimensional Time-Series Data
Zhaoyu Shou, Pan Chen, Hui Wen, et al.
Mathematical Problems in Engineering (2022) Vol. 2022, pp. 1-12
Open Access | Times Cited: 14
Motivational Understanding of MOOC Learning: The Impacts of Technology Fit and Subjective Norms
Lingfeng Dong, Ting Ji, Jie Zhang
Behavioral Sciences (2023) Vol. 13, Iss. 2, pp. 98-98
Open Access | Times Cited: 7
Investigating the effects of nudges to promote knowledge-sharing behaviours on MOOC forums: a mixed method design
Yingnan Shi, Armin Haller, Andrew Reeson, et al.
Behaviour and Information Technology (2024), pp. 1-26
Open Access | Times Cited: 2
A Comparative Analysis of Dropout Prediction in Massive Open Online Courses
Mehmet Şahin
Arabian Journal for Science and Engineering (2020) Vol. 46, Iss. 2, pp. 1845-1861
Closed Access | Times Cited: 18
Research on the Mechanism of Influence of Game Competition Mode on Online Learning Performance
XU Hai-ling, Shilun Ge, Feng Yuan
Behavioral Sciences (2022) Vol. 12, Iss. 7, pp. 225-225
Open Access | Times Cited: 10
Page 1 - Next Page

Scroll to top