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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:

Education in the app store: using a mobile game to support U.S. preschoolers’ vocabulary learning
Rebecca A. Dore, Marcia Shirilla, Emily J. Hopkins, et al.
Journal of Children and Media (2019) Vol. 13, Iss. 4, pp. 452-471
Closed Access | Times Cited: 77

Showing 1-25 of 77 citing articles:

Parents’ Perceptions of Educational Apps Use for Kindergarten Children: Development and Validation of a New Instrument (PEAU-p) and Exploration of Parents’ Profiles
Julie Vaiopoulou, Stamatios Papadakis, Eirini Sifaki, et al.
Behavioral Sciences (2021) Vol. 11, Iss. 6, pp. 82-82
Open Access | Times Cited: 70
Research trends of game‐based language learning in K‐12 education: A systematic review of SSCI articles during 2009–2022
Lu Yang, Rui Li, Yu Zhou
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 3, pp. 1218-1230
Closed Access | Times Cited: 8
Digital play in the early years: A systematic review
Celine Chu, Louise Paatsch, Lisa Kervin, et al.
International Journal of Child-Computer Interaction (2024) Vol. 40, pp. 100652-100652
Open Access | Times Cited: 6
Mobile Media and Young Children's Cognitive Skills: A Review
Amanda Lawrence, Daniel Ewon Choe
Academic Pediatrics (2021) Vol. 21, Iss. 6, pp. 996-1000
Open Access | Times Cited: 35
Child–smartphone interaction: relevance and positive and negative implications
Savita Yadav, Pinaki Chakraborty
Universal Access in the Information Society (2021) Vol. 21, Iss. 3, pp. 573-586
Closed Access | Times Cited: 35
Active playful learning as a robust, adaptable, culturally relevant pedagogy to foster children’s 21st century skills
Katelyn Fletcher, Charlotte Anne Wright, Annelise Pesch, et al.
Journal of Children and Media (2024) Vol. 18, Iss. 3, pp. 309-321
Closed Access | Times Cited: 5
The influence of mobile technologies on preschool and elementary children’s literacy achievement: a systematic review spanning 2007–2019
Lauren Eutsler, Chrystine Mitchell, Brett Stamm, et al.
Educational Technology Research and Development (2020) Vol. 68, Iss. 4, pp. 1739-1768
Closed Access | Times Cited: 36
Technology and Media Use in Preschool Classrooms: Prevalence, Purposes, and Contexts
Rebecca A. Dore, Jaclyn M. Dynia
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 36
Developing evaluation tools for assessing the educational potential of apps for preschool children in the UK
Joanna Kołak, Sarah Norgate, Padraic Monaghan, et al.
Journal of Children and Media (2020) Vol. 15, Iss. 3, pp. 410-430
Open Access | Times Cited: 33
Children and Screens
Brenna Hassinger‐Das, Sarah Brennan, Rebecca A. Dore, et al.
Annual Review of Developmental Psychology (2020) Vol. 2, Iss. 1, pp. 69-92
Closed Access | Times Cited: 32
Associations Between Children’s Media Use and Language and Literacy Skills
Rebecca A. Dore, Jessica A. R. Logan, Tzu‐Jung Lin, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 31
Faulty screen time measures hamper national policies: here is a way to address it
Natalia Kucirkova, Sonia Livingstone, Jenny Radesky
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 10
A randomized controlled trial of an educational app to improve preschoolers’ emergent literacy skills
David H. Arnold, Mamatha Chary, Shannon L. Gair, et al.
Journal of Children and Media (2021) Vol. 15, Iss. 4, pp. 457-475
Closed Access | Times Cited: 22
Toddlers Using Tablets: They Engage, Play, and Learn
Mary L. Courage, Lynn M. Frizzell, Colin S. Walsh, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 20
The effect of educational mobile games on learning performance: a meta-analysis and research synthesis
Ahmed Tlili, Michael Agyemang Adarkwah, Soheil Salha, et al.
Interactive Learning Environments (2024), pp. 1-23
Closed Access | Times Cited: 2
Effects of Prosocial Video Games on Prosocial Thoughts and Prosocial Behaviors
Hua Li, Qian Zhang
Social Science Computer Review (2022) Vol. 41, Iss. 3, pp. 1063-1080
Closed Access | Times Cited: 12
Text to talk: Effects of a home-school vocabulary texting intervention on prekindergarten vocabulary
Emily K. Snell, Barbara A. Wasik, Annemarie H. Hindman
Early Childhood Research Quarterly (2022) Vol. 60, pp. 67-79
Closed Access | Times Cited: 11
Children's visual attention and comprehension from synchronous video book reading
Alexis R. Lauricella, Fashina Aladé, Morgan Russo, et al.
Computers & Education (2022) Vol. 191, pp. 104628-104628
Closed Access | Times Cited: 10
Evaluating popular STEM applications for young children
Ahmet Sami Konca, Burcu Izci, Ahmet Simsar
European Early Childhood Education Research Journal (2023) Vol. 32, Iss. 1, pp. 130-146
Closed Access | Times Cited: 5
Mobile app features that scaffold pre‐school learning: Verbal feedback and leveling designs
Melissa N. Callaghan, Stephanie M. Reich
British Journal of Educational Technology (2020) Vol. 52, Iss. 2, pp. 785-806
Open Access | Times Cited: 14
Assessing the educational potential and language content of touchscreen apps for preschool children
Gemma Taylor, Joanna Kołak, Sarah Norgate, et al.
Computers and Education Open (2022) Vol. 3, pp. 100102-100102
Open Access | Times Cited: 8
Examining the Impact of a Digital Reading Progress Tool on Saudi L2 Learners’ Reading Aloud Performance and Proficiency
Nesreen Saud Alahmadi
International Journal of Arabic-English Studies (2024)
Open Access | Times Cited: 1
Fostering retention of word learning: The number of training sessions children retrieve words positively relates to post-training retention
Katherine R. Gordon, Stephanie L. Lowry
Journal of Child Language (2024) Vol. 51, Iss. 3, pp. 710-719
Closed Access | Times Cited: 1
Children age group detection based on human–computer interaction and time series analysis
Juan Carlos Ruiz-García, Carlos Hojas, Rubén Tolosana, et al.
International Journal on Document Analysis and Recognition (IJDAR) (2024) Vol. 27, Iss. 4, pp. 603-613
Open Access | Times Cited: 1
A Bibliometric Study of Mobile-Assisted Language Learning from 2013 to 2023: Research Themes and Trends
Kun Dou, Huzaina Abdul Halim, Mohd Rashid Mohd Saad
Journal of Curriculum and Teaching (2024) Vol. 13, Iss. 5, pp. 431-431
Open Access | Times Cited: 1
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