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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:

Which way of design programming activities is more effective to promote K‐12 students' computational thinking skills? A meta‐analysis
Lihui Sun, Linlin Hu, Danhua Zhou
Journal of Computer Assisted Learning (2021) Vol. 37, Iss. 4, pp. 1048-1062
Closed Access | Times Cited: 57

Showing 1-25 of 57 citing articles:

Programming attitudes predict computational thinking: Analysis of differences in gender and programming experience
Lihui Sun, Linlin Hu, Danhua Zhou
Computers & Education (2022) Vol. 181, pp. 104457-104457
Closed Access | Times Cited: 83
Computational thinking in early childhood education: Reviewing the literature and redeveloping the three-dimensional framework
Yue Zeng, Weipeng Yang, Alfredo Bautista
Educational Research Review (2023) Vol. 39, pp. 100520-100520
Closed Access | Times Cited: 49
An umbrella review of the benefits and risks associated with youths’ interactions with electronic screens
Taren Sanders, Michael Noetel, Philip D. Parker, et al.
Nature Human Behaviour (2023) Vol. 8, Iss. 1, pp. 82-99
Closed Access | Times Cited: 46
Fostering computational thinking through unplugged activities: A systematic literature review and meta-analysis
Peng Chen, Dong Yang, Ahmed Hosny Saleh Metwally, et al.
International Journal of STEM Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 43
Would ChatGPT-facilitated programming mode impact college students’ programming behaviors, performances, and perceptions? An empirical study
Dan Sun, Azzeddine Boudouaia, Chengcong Zhu, et al.
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 32
Effect of different mind mapping approaches on primary school students’ computational thinking skills during visual programming learning
Li Zhao, Xiaohong Liu, Chenhui Wang, et al.
Computers & Education (2022) Vol. 181, pp. 104445-104445
Closed Access | Times Cited: 66
Improving 7th-graders’ computational thinking skills through unplugged programming activities: A study on the influence of multiple factors
Lihui Sun, Linlin Hu, Danhua Zhou
Thinking Skills and Creativity (2021) Vol. 42, pp. 100926-100926
Closed Access | Times Cited: 57
Computational thinking for the digital age: a systematic review of tools, pedagogical strategies, and assessment practices
Toluchuri Shalini Shanker Rao, Kaushal Kumar Bhagat
Educational Technology Research and Development (2024) Vol. 72, Iss. 4, pp. 1893-1924
Closed Access | Times Cited: 8
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis
Haozhe Jiang, A.Y.M. Atiquil Islam, Xiaoqing Gu, et al.
Journal of Research in Science Teaching (2023) Vol. 61, Iss. 3, pp. 645-673
Closed Access | Times Cited: 19
How can unplugged approach facilitate novice students’ understanding of computational thinking? An exploratory study from a Nigerian university
Friday Joseph Agbo, Linda Ojone Okpanachi, Patrick Ocheja, et al.
Thinking Skills and Creativity (2024) Vol. 51, pp. 101458-101458
Open Access | Times Cited: 7
Do 3–8 Years Old Children Benefit From Computational Thinking Development? A Meta-Analysis
Xiaowen Wang, Kan Kan Chan, Qianru Li, et al.
Journal of Educational Computing Research (2024) Vol. 62, Iss. 5, pp. 1182-1208
Closed Access | Times Cited: 5
Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education
Dan Sun, Fan Ouyang, Yan Li, et al.
International Journal of STEM Education (2021) Vol. 8, Iss. 1
Open Access | Times Cited: 38
Customising a Three‐Stage Fade‐Out Scaffolding for Collaborative Programming Learning: Effects on Programming Achievement, Self‐Efficacy and Programming Behaviour
Yiming Zhang, Zhongmei Han, Tao He, et al.
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 2
Closed Access
Single or Combined? A Study on Programming to Promote Junior High School Students’ Computational Thinking Skills
Lihui Sun, Linlin Hu, Danhua Zhou
Journal of Educational Computing Research (2021) Vol. 60, Iss. 2, pp. 283-321
Closed Access | Times Cited: 28
Promoting children's computational thinking: A quasi‐experimental study of web‐mediated parent education
Wanyi Li, Weipeng Yang
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 5, pp. 1564-1575
Closed Access | Times Cited: 12
A Meta-Analysis of the Utilization of Computer Technology in Enhancing Computational Thinking Skills: Direction for Mathematics Learning
Yullys Helsa, Suparman Suparman, Dadang Juandi, et al.
International Journal of Instruction (2023) Vol. 16, Iss. 2, pp. 735-758
Open Access | Times Cited: 11
Using multimodal learning analytics to understand effects of block‐based and text‐based modalities on computer programming
Dan Sun, Fan Ouyang, Yan Li, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 3, pp. 1123-1136
Closed Access | Times Cited: 3
Programming and 21st century skill development in K‐12 schools: A multidimensional meta‐analysis
Linlin Hu
Journal of Computer Assisted Learning (2023) Vol. 40, Iss. 2, pp. 610-636
Closed Access | Times Cited: 10
Debugging in Computational Thinking: A Meta-analysis on the Effects of Interventions on Debugging Skills
Chen Sun, Stephanie Yang, Betsy Jane Becker
Journal of Educational Computing Research (2024) Vol. 62, Iss. 4, pp. 1087-1121
Open Access | Times Cited: 3
Engaging children in developing algorithmic thinking and debugging skills in primary schools: A mixed-methods multiple case study
Gary K. W. Wong, Shan Jian, Ho-Yin Cheung
Education and Information Technologies (2024) Vol. 29, Iss. 13, pp. 16205-16254
Open Access | Times Cited: 3
Unplugged Activities in Cross-Curricular Teaching: Effect on Sixth Graders’ Computational Thinking and Learning Outcomes
José Miguel Merino-Armero, José Antonio González‐Calero, Ramón Cózar Gutiérrez, et al.
Multimodal Technologies and Interaction (2022) Vol. 6, Iss. 2, pp. 13-13
Open Access | Times Cited: 15
Evaluation and developmental suggestions on undergraduates’ computational thinking: a theoretical framework guided by Marzano’s new taxonomy
Lihui Sun, Linlin Hu, Danhua Zhou, et al.
Interactive Learning Environments (2022) Vol. 31, Iss. 10, pp. 6588-6610
Closed Access | Times Cited: 14
Does text-based programming improve K-12 students’ CT skills? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts
Lihui Sun, Liang Zhou
Thinking Skills and Creativity (2023) Vol. 49, pp. 101340-101340
Closed Access | Times Cited: 7
Enhancing computational thinking and spatial reasoning skills in gamification programming learning: A comparative study of tangible, block and paper‐and‐pencil tools
Xin Gong, Weiqi Xu, Shufan Yu, et al.
British Journal of Educational Technology (2024) Vol. 56, Iss. 1, pp. 80-102
Closed Access | Times Cited: 2
The transfer effect of computational thinking (CT)-STEM: a systematic literature review and meta-analysis
Zuokun Li, Pey‐Tee Oon
International Journal of STEM Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 2
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