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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:

Effects of a multi-level concept mapping-based question-posing approach on students’ ubiquitous learning performance and perceptions
Gwo‐Jen Hwang, Di Zou, Jiang Lin
Computers & Education (2020) Vol. 149, pp. 103815-103815
Closed Access | Times Cited: 48

Showing 1-25 of 48 citing articles:

Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning
Ruofei Zhang, Di Zou
Computer Assisted Language Learning (2020) Vol. 35, Iss. 4, pp. 696-742
Closed Access | Times Cited: 243
Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences
Di Zou, Ruofei Zhang, Haoran Xie, et al.
Australasian Journal of Educational Technology (2021) Vol. 37, Iss. 2, pp. 152-170
Open Access | Times Cited: 62
Role of AI in Blended Learning: A Systematic Literature Review
Yeonjeong Park, Min Young Doo
The International Review of Research in Open and Distributed Learning (2024) Vol. 25, Iss. 1, pp. 164-196
Open Access | Times Cited: 11
The development of students critical thinking abilities and dispositions through the concept mapping learning method – A meta-analysis
Andrea Barta, Liviu A. Fodor, Borbála Tamás, et al.
Educational Research Review (2022) Vol. 37, pp. 100481-100481
Open Access | Times Cited: 36
The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis
Dimitris Anastasiou, Clare Nangsin Wirngo, Pantelis G. Bagos
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 7
Effects of gamifying questions on English grammar learning mediated by epistemic curiosity and language anxiety
Jon‐Chao Hong, Ming-Yueh Hwang, Yi-Hsuan Liu, et al.
Computer Assisted Language Learning (2020) Vol. 35, Iss. 7, pp. 1458-1482
Closed Access | Times Cited: 44
Models of good teaching practices for mobile learning in higher education
José María Romero Rodríguez, Inmaculada Aznar Díaz, Francisco Javier Hinojo Lucena, et al.
Palgrave Communications (2020) Vol. 6, Iss. 1
Open Access | Times Cited: 42
Health management students’ self-regulation and digital concept mapping in online learning environments
Dorit Alt, Lior Naamati-Schneider
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 38
Implementation of the flipped classroom and its longitudinal impact on improving academic performance
César Torres Martín, Christian Acal, Mohammed El-Homrani, et al.
Educational Technology Research and Development (2022) Vol. 70, Iss. 3, pp. 909-929
Open Access | Times Cited: 27
First Principles of Instruction Approach to Developing a Collaborative Knowledge Organizer-Based Digital Game of Biology Learning
Jia‐Hua Zhao, Shu-Tao Shangguan, Guo Long, et al.
Journal of Science Education and Technology (2025)
Closed Access
A progressive concept map-based digital gaming approach for mathematics courses
Kai-Hsiang Yang, Hui‐Chun Chu, Gwo Jen Hwang, et al.
Educational Technology Research and Development (2025)
Closed Access
Effects of guided concept mapping on L2 learners’ listening ability and cognitive load
Xin Yuan, Xuan Tang
IRAL - International Review of Applied Linguistics in Language Teaching (2025)
Closed Access
Promoting children's inquiry performances in alternate reality games: A mobile concept mapping‐based questioning approach
Hsin‐Yi Liang, Tien‐Yu Hsu, Gwo‐Jen Hwang
British Journal of Educational Technology (2021) Vol. 52, Iss. 5, pp. 2000-2019
Closed Access | Times Cited: 20
Spaced repetition for authentic mobile-assisted word learning: nature, learner perceptions, and factors leading to positive perceptions
Ruofei Zhang, Di Zou, Haoran Xie
Computer Assisted Language Learning (2021) Vol. 35, Iss. 9, pp. 2593-2626
Closed Access | Times Cited: 20
Implementation of augmented reality and mixed reality applications for smart facilities management: a systematic review
Amna Salman, W. Ahmad
Smart and Sustainable Built Environment (2023)
Closed Access | Times Cited: 7
Modeling the relationship between students' prior knowledge, causal reasoning processes, and quality of causal maps
Hyoung Seok Shin, Allan Jeong
Computers & Education (2020) Vol. 163, pp. 104113-104113
Closed Access | Times Cited: 19
Promoting students’ higher order thinking in virtual museum contexts: A self-adapted mobile concept mapping-based problem posing approach
Ying Hu, Gwo‐Jen Hwang
Education and Information Technologies (2023) Vol. 29, Iss. 3, pp. 2741-2765
Closed Access | Times Cited: 6
Effects of design thinking on artificial intelligence learning and creativity
Yu‐Shan Chang, Meng-Chen Tsai
Educational Studies (2021) Vol. 50, Iss. 5, pp. 763-780
Closed Access | Times Cited: 15
Concept Mapping in Technology-Supported K-12 Education: A Systematic Review of Selected SSCI Publications From 2001 to 2020
Chun‐Chun Chang, Gwo‐Jen Hwang, Yun‐Fang Tu
Journal of Educational Computing Research (2022) Vol. 60, Iss. 7, pp. 1637-1662
Closed Access | Times Cited: 9
Análisis crítico del concepto “aprendizaje ubicuo” a través de la Cartografía Conceptual
Belén Velázquez Gatica, Rocío Edith López Martínez
Revista de Educación a Distancia (RED) (2021) Vol. 21, Iss. 66
Open Access | Times Cited: 11
Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences?
Fu‐Yun Yu, Chiao-Yi Chen
Computers & Education (2021) Vol. 173, pp. 104273-104273
Closed Access | Times Cited: 11
Citing as an online learning support tool for student-generated assessment
Fu‐Yun Yu, Ju-Ko Wei
Technology Pedagogy and Education (2024) Vol. 33, Iss. 2, pp. 165-186
Closed Access | Times Cited: 1
Group concept mapping strategies for collaborative continuation tasks
Fan Su, Di Zou
International Journal of Applied Linguistics (2024) Vol. 34, Iss. 3, pp. 991-1011
Open Access | Times Cited: 1
Effective questioning strategies in online videos: evidence based on electroencephalogram data
Qingchao Ke, Tingting Bao, Jieni Zhu, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 1
An artificial intelligence-based tool for student-generated question
Yeni Anistyasari, Ekohariadi, Muhammad Yani, et al.
E3S Web of Conferences (2024) Vol. 513, pp. 02003-02003
Open Access | Times Cited: 1
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