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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:

Gamifying the flipped classroom using game-based learning materials
Hsiu-Ting Hung
ELT Journal (2018) Vol. 72, Iss. 3, pp. 296-308
Closed Access | Times Cited: 90

Showing 1-25 of 90 citing articles:

Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts
Shurui Bai, Khe Foon Hew, Biyun Huang
Educational Research Review (2020) Vol. 30, pp. 100322-100322
Closed Access | Times Cited: 476
Gamification of in‐class activities in flipped classroom lectures
Michael Sailer, Maximilian Sailer
British Journal of Educational Technology (2020) Vol. 52, Iss. 1, pp. 75-90
Open Access | Times Cited: 165
A systematic review of the use of gamification in flipped learning
Murat Ekici
Education and Information Technologies (2021) Vol. 26, Iss. 3, pp. 3327-3346
Closed Access | Times Cited: 114
Gamified flipped EFL classroom for primary education: student and teacher perceptions
Di Zou
Journal of Computers in Education (2020) Vol. 7, Iss. 2, pp. 213-228
Closed Access | Times Cited: 115
Effects of a concept mapping‐based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety
Mei‐Rong Alice Chen, Gwo‐Jen Hwang
British Journal of Educational Technology (2019) Vol. 51, Iss. 3, pp. 817-834
Closed Access | Times Cited: 102
A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings
Di Zou, Shuqiong Luo, Haoran Xie, et al.
Computer Assisted Language Learning (2020) Vol. 35, Iss. 8, pp. 1811-1837
Closed Access | Times Cited: 94
Exploring teacher immediacy-(non)dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students
Timothy Teo, Saeed Khazaie, Ali Derakhshan
Computers & Education (2021) Vol. 179, pp. 104406-104406
Closed Access | Times Cited: 67
Gamification in EFL/ESL instruction: A systematic review of empirical research
Songcun Zhang, Zuwati Hasim
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 36
Meta-Analysis on Investigating and Comparing the Effects on Learning Achievement and Motivation for Gamification and Game-Based Learning
Qi Zhang, Zhonggen Yu
Education Research International (2022) Vol. 2022, pp. 1-19
Open Access | Times Cited: 28
Enhancing TOEFL Performance and Student Motivation through Integrated Flipped and Gamified Learning in Online Settings
Safnil Arsyad, Budi Waluyo, Ira Maisarah
Human Behavior and Emerging Technologies (2024) Vol. 2024, pp. 1-14
Open Access | Times Cited: 5
Gamifying the flipped classroom: how to motivate Chinese ESL learners?
Janet Ho
Innovation in Language Learning and Teaching (2019) Vol. 14, Iss. 5, pp. 421-435
Closed Access | Times Cited: 49
Effectiveness of Gamification in Flipped Learning
Abdullah Yasin Gündüz, Buket Akkoyunlu
SAGE Open (2020) Vol. 10, Iss. 4
Open Access | Times Cited: 39
Do educational games affect students' achievement emotions? Evidence from a meta‐analysis
Hao Lei, Chenxin Wang, Ming Ming Chiu, et al.
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 4, pp. 946-959
Closed Access | Times Cited: 24
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: 23
Exploring the viability of augmented reality game- enhanced education in WhatsApp flipped and blended classes versus the face-to-face classes
Farzaneh Khodabandeh
Education and Information Technologies (2022) Vol. 28, Iss. 1, pp. 617-646
Open Access | Times Cited: 22
Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation
Rubén Camacho-Sánchez, Aaron Rillo-Albert, Pere Lavega Burgués
Applied Sciences (2022) Vol. 12, Iss. 21, pp. 11214-11214
Open Access | Times Cited: 22
Augmented‐reality‐enhanced game‐based learning in flipped English classrooms: Effects on students' creative thinking and vocabulary acquisition
Hsiu‐Ting Hung, Hui‐Chin Yeh
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 6, pp. 1786-1800
Closed Access | Times Cited: 14
The Impact of Educational Games on Learning Outcomes
Jiaopin Ren, Wei Xu, Ziqing Liu
International Journal of Game-Based Learning (2024) Vol. 14, Iss. 1, pp. 1-25
Open Access | Times Cited: 4
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
Gamified interactive e-books for bullying prevention: enhancing knowledge and motivation in Chinese primary schools
Jiawei Shao, Siti Nazleen Abdul Rabu, Chuang Chen
Frontiers in Psychology (2025) Vol. 16
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
Effect of Baicizhan Application on English Vocabulary Knowledge on Non-English Major University Students
Changyi Wan, Ain Nadzimah Abdullah, Jusang Bolong, et al.
Open Journal of Modern Linguistics (2025) Vol. 15, Iss. 02, pp. 162-177
Open Access
Effect of game-based, social media, and classroom-based instruction on the learning of phrasal verbs
Ali Roohani, Maryam Heidari Vincheh
Computer Assisted Language Learning (2021) Vol. 36, Iss. 3, pp. 375-399
Closed Access | Times Cited: 28
The study on the effects of gamified interactive e-books on students’ learning achievements and motivation in a Chinese character learning flipped classroom
Chuang Chen, Nurullizam Jamiat, Yongchun Mao
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 11
Synchronous video computer-mediated communication in English language teaching
Matt Kessler, Shawn Loewen, Daniel Trego
ELT Journal (2021) Vol. 75, Iss. 3, pp. 371-376
Closed Access | Times Cited: 25
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