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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 Framework for Designing Scaffolds That Improve Motivation and Cognition
Brian R. Belland, ChanMin Kim, Michael J. Hannafin
Educational Psychologist (2013) Vol. 48, Iss. 4, pp. 243-270
Open Access | Times Cited: 242

Showing 1-25 of 242 citing articles:

Interest Matters
Judith M. Harackiewicz, Jessi L. Smith, Stacy J. Priniski
Policy Insights from the Behavioral and Brain Sciences (2016) Vol. 3, Iss. 2, pp. 220-227
Open Access | Times Cited: 536
Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools
Sanna Järvelä, Paul A. Kirschner, Ernesto Panadero, et al.
Educational Technology Research and Development (2014) Vol. 63, Iss. 1, pp. 125-142
Closed Access | Times Cited: 311
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education
Brian R. Belland, Andrew Walker, Nam Ju Kim, et al.
Review of Educational Research (2016) Vol. 87, Iss. 2, pp. 309-344
Open Access | Times Cited: 245
An exploratory study of student engagement in gamified online discussions
Lu Ding, Erkan Er, Michael Orey
Computers & Education (2018) Vol. 120, pp. 213-226
Closed Access | Times Cited: 189
Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system
Melissa Duffy, Roger Azevedo
Computers in Human Behavior (2015) Vol. 52, pp. 338-348
Open Access | Times Cited: 181
Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System
Roger Azevedo, François Bouchet, Melissa Duffy, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 101
The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis
Lisette Wijnia, Gera Noordzij, Lidia R. Arends, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 39
Studies of student engagement in gamified online discussions
Lu Ding, ChanMin Kim, Michael Orey
Computers & Education (2017) Vol. 115, pp. 126-142
Closed Access | Times Cited: 166
Instructional Scaffolding in STEM Education
Brian R. Belland
Springer eBooks (2016)
Closed Access | Times Cited: 110
Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation
Jaana Isohätälä, Piia Näykki, Sanna Järvelä
Scandinavian Journal of Educational Research (2019) Vol. 64, Iss. 6, pp. 831-851
Open Access | Times Cited: 105
Theories of Human Development
Neil J. Salkind
PsycEXTRA Dataset (2013)
Closed Access | Times Cited: 102
Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study
Piia Näykki, Jaana Isohätälä, Sanna Järvelä, et al.
International Journal of Computer-Supported Collaborative Learning (2017) Vol. 12, Iss. 3, pp. 251-279
Closed Access | Times Cited: 87
A Content Analysis of Computational Thinking Research: An International Publication Trends and Research Typology
Kai–Yu Tang, Te-Lien Chou, Chin‐Chung Tsai
The Asia-Pacific Education Researcher (2019) Vol. 29, Iss. 1, pp. 9-19
Closed Access | Times Cited: 79
Staying on target: A systematic literature review on learner‐facing learning analytics dashboards
Natercia Valle, Pavlo Antonenko, Kara Dawson, et al.
British Journal of Educational Technology (2021) Vol. 52, Iss. 4, pp. 1724-1748
Closed Access | Times Cited: 57
Using metacognitive prompts to enhance self‐regulated learning and learning outcomes: A meta‐analysis of experimental studies in computer‐based learning environments
Lin Guo
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 3, pp. 811-832
Closed Access | Times Cited: 57
Supporting Self-Regulated Learning in Distance Learning Contexts at Higher Education Level: Systematic Literature Review
Natalia Edisherashvili, Katrin Saks, Margus Pedaste, et al.
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 51
Collaborative Learning in Engineering Education
Emma Mercier, Molly Goldstein, Preethi Baligar, et al.
Routledge eBooks (2023), pp. 402-432
Open Access | Times Cited: 37
A systematic literature review of teacher scaffolding in game-based learning in primary education
Liping Sun, Marjaana Kangas, Heli Ruokamo, et al.
Educational Research Review (2023) Vol. 40, pp. 100546-100546
Open Access | Times Cited: 24
Pedagogical framework for cultivating children's data agency and creative abilities in the age of AI
Juho Kahila, Henriikka Vartiainen, Matti Tedre, et al.
Informatics in Education (2024), pp. 323-360
Open Access | Times Cited: 12
K-12 teachers’ perceptions of and their satisfaction with interaction type in blended learning environments
Yu-Chun Kuo, Brian R. Belland, Kerstin E. E. Schröder, et al.
Distance Education (2014) Vol. 35, Iss. 3, pp. 360-381
Closed Access | Times Cited: 93
Understanding the impact of guiding inquiry: the relationship between directive support, student attributes, and transfer of knowledge, attitudes, and behaviours in inquiry learning
Ido Roll, Deborah L. Butler, Nikki Yee, et al.
Instructional Science (2017) Vol. 46, Iss. 1, pp. 77-104
Closed Access | Times Cited: 71
Scaffolding for Optimal Challenge in K–12 Problem-Based Learning
Nam Ju Kim, Brian R. Belland, Daryl Axelrod
Interdisciplinary Journal of Problem-based Learning (2018) Vol. 13, Iss. 1
Open Access | Times Cited: 69
The use of open data as a material for learning
Tim Coughlan
Educational Technology Research and Development (2019) Vol. 68, Iss. 1, pp. 383-411
Open Access | Times Cited: 69
Developing scientific decision making by structuring and supporting student agency
N. G. Holmes, Benjamin Keep, Carl Wieman
Physical Review Physics Education Research (2020) Vol. 16, Iss. 1
Open Access | Times Cited: 59
Knowledge co-construction activities and task-related monitoring in scripted collaborative learning
Essi Vuopala, Piia Näykki, Jaana Isohätälä, et al.
Learning Culture and Social Interaction (2019) Vol. 21, pp. 234-249
Open Access | Times Cited: 56
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