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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:

Can prior knowledge increase task complexity? – Cases in which higher prior knowledge leads to higher intrinsic cognitive load
Tino Endres, Oliver Lovell, David Morkunas, et al.
British Journal of Educational Psychology (2022) Vol. 93, Iss. S2, pp. 305-317
Open Access | Times Cited: 24

Showing 24 citing articles:

When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective
Axel Grund, Stefan Fries, Matthias Nückles, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 10
Why narrative frames matter for instructional videos: A value-evoking narrative frame is essential to foster sustained learning with emotional design videos
Tino Endres, Alexander Eitel, K. Ann Renninger, et al.
Learning and Instruction (2024) Vol. 94, pp. 101962-101962
Open Access | Times Cited: 5
Developing the Mental Effort and Load–Translingual Scale (MEL-TS) as a Foundation for Translingual Research in Self-Regulated Learning
Tino Endres, Lisa Bender, Stoo Sepp, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access
Chunking Techniques to Enhance Learning Outcomes in the Human Body System
Satwika Trianti Ngandoh, R Riandi, Adi Rahmat, et al.
IJORER International Journal of Recent Educational Research (2025) Vol. 6, Iss. 1, pp. 130-138
Open Access
Does Instruction-First or Problem-Solving-First Depend on Learners’ Prior Knowledge?
Chengwen He, Logan Fiorella, Paula P. Lemons
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access
CLKT: Optimizing Cognitive Load Management in Knowledge Tracing
Qianxi Wu, Weidong Ji, Guohui Zhou
Cognitive Computation (2025) Vol. 17, Iss. 2
Closed Access
Integrating cognitive load theory with other theories, within and beyond educational psychology
José Hanham, Juan C. Castro-Alonso, Ouhao Chen
British Journal of Educational Psychology (2023) Vol. 93, Iss. S2, pp. 239-250
Open Access | Times Cited: 11
EVOLUTION OF PRE-SERVICE MATHEMATICS TEACHERS’ SPATIAL VISUALISATION SKILLS DURING A COGNITIVE LOAD THEORY-BASED EDUCATION
Feyza Kurban
Problems of Education in the 21st Century (2024) Vol. 82, Iss. 2, pp. 202-235
Open Access | Times Cited: 2
Immediate Learning Benefits of Retrieval Tasks
Tino Endres, Veit Kubik, Kenneth Koslowski, et al.
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie (2023) Vol. 55, Iss. 2-3, pp. 49-66
Open Access | Times Cited: 5
Motivation brought to the test: Successful retrieval practice is modulated by mastery goal orientation and external rewards
Tino Endres, Alexander Eitel
Applied Cognitive Psychology (2023) Vol. 38, Iss. 1
Open Access | Times Cited: 5
Integrating STEAM activities into teaching reading: Examination of comprehension and cognitive load
Zahra SABEGHİ, Mehrak Rahimi
Anadolu Journal Of Educational Sciences International (2024) Vol. 14, Iss. 1, pp. 218-239
Open Access | Times Cited: 1
Discussion of the special issue on cognitive load theory
John Sweller
British Journal of Educational Psychology (2023) Vol. 93, Iss. S2, pp. 402-410
Closed Access | Times Cited: 4
How do autonomy and learner characteristics combine to influence learners’ learning outcomes and cognitive load in virtual reality learning environments? A fuzzy-set qualitative comparative analysis approach
J. H. M. Liu, Qingtang Liu, Shufan Yu, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 1, pp. 77-101
Closed Access | Times Cited: 4
Teacher scaffolding for knowledge building in the educational research classroom
Calixto Gutiérrez-Braojos, Paula Rodríguez-Chirino, Beatriz Pedrosa Vico, et al.
RIED Revista Iberoamericana de Educación a Distancia (2024) Vol. 27, Iss. 2
Open Access | Times Cited: 1
Uncovering the roles of complexity and expertise in memorizing tactical movements from videos with coach's pointing gestures and guided gaze
Houssem Ben Chikha, Hajer Mguidich, Bachir Zoudji, et al.
International Journal of Sports Science & Coaching (2024) Vol. 19, Iss. 5, pp. 1883-1896
Closed Access | Times Cited: 1
Impacts of digital game-based flipped teaching approach on learning effectiveness of the students with different prior knowledge levels
Gwo‐Haur Hwang, Beyin Chen, Shih-Pei Chen
Interactive Learning Environments (2023) Vol. 32, Iss. 9, pp. 5156-5173
Closed Access | Times Cited: 3
Learners Emphasize Their Intrinsic Load if Asked About It First: Communicative Aspects of Cognitive Load Measurement
Alexander Skulmowski
Mind Brain and Education (2023) Vol. 17, Iss. 3, pp. 165-169
Open Access | Times Cited: 2
A q‐Rung Orthopair Fuzzy Set Extension of the DEMATEL and Its Application in the Education Sector
Helen Revalde, Porferio Almerino, Michelle Rodriguez, et al.
Advances in Fuzzy Systems (2024) Vol. 2024, Iss. 1
Open Access
Does the first impression matter? Inconclusive evidence favoring anchoring effects in cognitive load assessment
Felix Krieglstein, Manuel Schmitz, Lukas Wesenberg, et al.
(2024)
Closed Access
Understanding Translation Students' Use of AI-Powered Tools During Text Revision and Their Impact on Cognitive Load
Ömer Özer
Advances in educational technologies and instructional design book series (2024), pp. 281-308
Closed Access
Re‐examining cognitive load measures in real‐world learning: Evidence from both subjective and neurophysiological data
Xiaobo Liu, Yu Zhang
British Journal of Educational Psychology (2024)
Closed Access
The Distorting Influence of Primacy Effects on Reporting Cognitive Load in Learning Materials of Varying Complexity
Felix Krieglstein, Maik Beege, Lukas Wesenberg, et al.
Educational Psychology Review (2024) Vol. 37, Iss. 1
Open Access
Does Multimodality Add to the Value of L2 Listening Homework? A Mixed-Methods Study of Comprehension and Cognitive Load
Samira Salmani, Mehrak Rahimi
English Teaching & Learning (2024)
Closed Access
Example-based learning in heuristic domains: can using relevant content knowledge support the effective allocation of intrinsic, extraneous, and germane cognitive load?
Nina Udvardi-Lakos, Marlene Weirich, Julia Asbrand, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access
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