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:

Facilitating decision-making performances in nursing treatments: a contextual digital game-based flipped learning approach
Gwo‐Jen Hwang, Ching‐Yi Chang
Interactive Learning Environments (2020) Vol. 31, Iss. 1, pp. 156-171
Closed Access | Times Cited: 67

Showing 1-25 of 67 citing articles:

Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review
Janique Oudbier, Gerard W. G. Spaai, Karline Timmermans, et al.
BMC Medical Education (2022) Vol. 22, Iss. 1
Open Access | Times Cited: 90
Designing digital game-based learning for professional upskilling: A systematic literature review
Juliana Tay, Yang Miang Goh, Sufiana Safiena, et al.
Computers & Education (2022) Vol. 184, pp. 104518-104518
Closed Access | Times Cited: 69
Effects of Game-Based Learning on Students’ Critical Thinking: A Meta-Analysis
Weijie Mao, Yunhuo Cui, Ming Ming Chiu, et al.
Journal of Educational Computing Research (2021) Vol. 59, Iss. 8, pp. 1682-1708
Closed Access | Times Cited: 79
Effects of a concept mapping-based two-tier test strategy on students’ digital game-based learning performances and behavioral patterns
Fengying Li, Gwo‐Jen Hwang, Pei‐Ying Chen, et al.
Computers & Education (2021) Vol. 173, pp. 104293-104293
Closed Access | Times Cited: 78
Facilitating nursing students' skill training in distance education via online game-based learning with the watch-summarize-question approach during the COVID-19 pandemic: A quasi-experimental study
Ching‐Yi Chang, Min‐Huey Chung, Jie Chi Yang
Nurse Education Today (2021) Vol. 109, pp. 105256-105256
Open Access | Times Cited: 59
Learning experiences of game-based educational intervention in nursing students: A systematic mixed-studies review
Yaqi Xu, Ying Lau, Ling Jie Cheng, et al.
Nurse Education Today (2021) Vol. 107, pp. 105139-105139
Closed Access | Times Cited: 56
Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses
Ching‐Yi Chang, Patcharin Panjaburee, Hui‐Chen Lin, et al.
Educational Technology Research and Development (2022) Vol. 70, Iss. 1, pp. 185-204
Closed Access | Times Cited: 55
Neurogaming in Virtual Reality: A Review of Video Game Genres and Cognitive Impact
Jesus GomezRomero-Borquez, Carolina Del-Valle-Soto, J. Alberto Del Puerto-Flores, et al.
Electronics (2024) Vol. 13, Iss. 9, pp. 1683-1683
Open Access | Times Cited: 8
A digital role-playing game for learning: effects on critical thinking and motivation
Hsiu‐Ling Chen, Cheng-Ting Wu
Interactive Learning Environments (2021) Vol. 31, Iss. 5, pp. 3018-3030
Closed Access | Times Cited: 40
Digital serious games in developing nursing clinical competence: A systematic review and meta-analysis
Dhivya P Thangavelu, Apphia Jia Qi Tan, Robyn Cant, et al.
Nurse Education Today (2022) Vol. 113, pp. 105357-105357
Closed Access | Times Cited: 33
Game-thinking; utilizing serious games and gamification in nursing education – a systematic review and meta-analysis
Mats Nylén‐Eriksen, Marko Stojiljkovic, Daniela Lillekroken, et al.
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access
Students' behavioural, cognitive and affective outcomes in gamified flipped classrooms: A meta‐analysis
Xianwu Sun, Maximilian Sailer
Review of Education (2025) Vol. 13, Iss. 1
Open Access
Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Scoping Review
Hege Vistven Stenseth, Simen A. Steindal, Marianne Trygg Solberg, et al.
Journal of Medical Internet Research (2025) Vol. 27, pp. e58744-e58744
Open Access
A Systematic Review of Theoretical Foundations and Learning Effects in Gamified Flipped Classroom Research
Hatice Sancar Tokmak, Zerrin Dağli
Evaluation Review (2025)
Closed Access
The effectiveness of the virtual patient-based social learning approach in undergraduate nursing education: A quasi-experimental study
Gwo‐Jen Hwang, Ching‐Yi Chang, Hiroaki Ogata
Nurse Education Today (2021) Vol. 108, pp. 105164-105164
Closed Access | Times Cited: 38
Effects of Digital Game‐Based Learning on Student's Problem‐Solving Ability: A Three‐Level Meta‐Analysis
Zhihui Cai, Xin Zhang, Caiyan Liu, et al.
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 2
Closed Access
Effects of Incorporating a Large Language Model-Based Adaptive Mechanism Into Contextual Games on Students’ Academic Performance, Flow Experience, Cognitive Load and Behavioral Patterns
Minkai Wang, Di Zhang, Jingdong Zhu, et al.
Journal of Educational Computing Research (2025)
Closed Access
The effect of using digital games on learning satisfaction and self-confidence in providing nursing students with subcutaneous injection skills: A randomized controlled trial
Burcu Demircan, Hatice Kaya
Nurse Education in Practice (2025), pp. 104341-104341
Closed Access
Effect of gamified flipped classroom on improving nursing students’ skills competency and learning motivation: a randomized controlled trial
Mohamed E. H. Elzeky, Heba M. M. Elhabashy, Wafaa Ali, et al.
BMC Nursing (2022) Vol. 21, Iss. 1
Open Access | Times Cited: 21
The effect of flipped learning on blood pressure knowledge and self-directed learning skills of first-year nursing students: A randomized controlled trial
S Bayram, Emel Gülnar, Hüsna Özveren, et al.
Nurse Education in Practice (2023) Vol. 67, pp. 103557-103557
Closed Access | Times Cited: 11
Flipped learning enhances non-technical skill performance in simulation-based education: a randomised controlled trial
Parisa Moll-Khosrawi, Christian Zöllner, Nadine Cencin, et al.
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 24
Development of contextual learning models through collaboration between lecturers, students, and village governments in nursing education
Nikmatur Rohmah, Awatiful Azza, Ilanka Cahya Dewi
Korean journal of medical education (2023) Vol. 35, Iss. 1, pp. 71-83
Open Access | Times Cited: 9
Integrating scenario game-based learning with the experiential learning strategy to facilitate nursing students’ learning performance and core competencies in labor support training
Ching‐Yi Chang, Hsiu‐Ju Jen, Jie Chi Yang
Interactive Learning Environments (2024), pp. 1-16
Closed Access | Times Cited: 3
The effectiveness of serious games in nursing education: A meta-analysis of randomized controlled studies
Burcu Demircan, Yasemin Kıyak, Hatice Kaya
Nurse Education Today (2024) Vol. 142, pp. 106330-106330
Closed Access | Times Cited: 3
The Effectiveness of CTL-based Physics E-module on the Improvement of the Creative and Critical Thinking Skills of Senior High School Students
Desnita Desnita, Festiyed Festiyed, Fuja Novitra, et al.
TEM Journal (2022), pp. 802-810
Open Access | Times Cited: 14
Page 1 - Next Page

Scroll to top