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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.

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Showing 1-25 of 180 citing articles:

Which cognitive abilities underlie computational thinking? Criterion validity of the Computational Thinking Test
Marcos Román González, Juan Carlos Pérez-González, Carmen Jiménez Fernández
Computers in Human Behavior (2016) Vol. 72, pp. 678-691
Closed Access | Times Cited: 684
Students’ Misconceptions and Other Difficulties in Introductory Programming
Yizhou Qian, James Daniel Lehman
ACM Transactions on Computing Education (2017) Vol. 18, Iss. 1, pp. 1-24
Open Access | Times Cited: 385
Comparing Block-Based and Text-Based Programming in High School Computer Science Classrooms
David Weintrop, Uri Wilensky
ACM Transactions on Computing Education (2017) Vol. 18, Iss. 1, pp. 1-25
Closed Access | Times Cited: 280
Combining Assessment Tools for a Comprehensive Evaluation of Computational Thinking Interventions
Marcos Román González, Jesús Moreno-León, Gregório Robles
Springer eBooks (2019), pp. 79-98
Closed Access | Times Cited: 151
Replication, Validation, and Use of a Language Independent CS1 Knowledge Assessment
Miranda C. Parker, Mark Guzdial, Shelly Engleman
(2016)
Closed Access | Times Cited: 157
Frame-Based Editing
Michael Kölling, Neil C. C. Brown, Amjad Altadmri
(2015), pp. 29-38
Open Access | Times Cited: 139
Novice Programmers and Introductory Programming
Anthony Robins
Cambridge University Press eBooks (2019), pp. 327-376
Closed Access | Times Cited: 136
The Cambridge Handbook of Computing Education Research
Sally Fincher, Sally Fincher, Sally Fincher, et al.
Cambridge University Press eBooks (2019)
Closed Access | Times Cited: 100
Transitioning from introductory block-based and text-based environments to professional programming languages in high school computer science classrooms
David Weintrop, Uri Wilensky
Computers & Education (2019) Vol. 142, pp. 103646-103646
Closed Access | Times Cited: 90
From theory bias to theory dialogue
Yasmin B. Kafai, C. Patrick Proctor, Debora Lui
ACM Inroads (2020) Vol. 11, Iss. 1, pp. 44-53
Open Access | Times Cited: 84
Adaptive Immediate Feedback Can Improve Novice Programming Engagement and Intention to Persist in Computer Science
Samiha Marwan, Ge Gao, Susan R. Fisk, et al.
(2020), pp. 194-203
Open Access | Times Cited: 84
Block-based versus text-based programming environments on novice student learning outcomes: a meta-analysis study
Zhen Xu, Albert D. Ritzhaupt, Fengchun Tian, et al.
Computer Science Education (2019) Vol. 29, Iss. 2-3, pp. 177-204
Closed Access | Times Cited: 79
Computational Thinking Test for Beginners: Design and Content Validation
María Zapata-Cáceres, Estefanía Martín, Marcos Román González
2022 IEEE Global Engineering Education Conference (EDUCON) (2020), pp. 1905-1914
Closed Access | Times Cited: 74
The effects of first programming language on college students’ computing attitude and achievement: a comparison of graphical and textual languages
Chen Chen, Paulina Haduong, Karen Brennan, et al.
Computer Science Education (2018) Vol. 29, Iss. 1, pp. 23-48
Closed Access | Times Cited: 70
Pedagogical Uses of Thymio II: How Do Teachers Perceive Educational Robots in Formal Education?
Morgane Chevalier, Fanny Riedo, Francesco Mondada
IEEE Robotics & Automation Magazine (2016) Vol. 23, Iss. 2, pp. 16-23
Open Access | Times Cited: 66
How block-based, text-based, and hybrid block/text modalities shape novice programming practices
David Weintrop, Uri Wilensky
International Journal of Child-Computer Interaction (2018) Vol. 17, pp. 83-92
Closed Access | Times Cited: 66
Computational Thinking
Paul Curzon, Tim Bell, Jane Waite, et al.
Cambridge University Press eBooks (2019), pp. 513-546
Closed Access | Times Cited: 58
Programming Paradigms and Beyond
Shriram Krishnamurthi, Kathi Fisler
Cambridge University Press eBooks (2019), pp. 377-413
Closed Access | Times Cited: 54
Development of a Lean Computational Thinking Abilities Assessment for Middle Grades Students
Eric Wiebe, Jennifer London, Osman Aksit, et al.
(2019)
Open Access | Times Cited: 54
The Appropriateness of Scratch and App Inventor as Educational Environments for Teaching Introductory Programming in Primary and Secondary Education
Stamatios Papadakis, Michail Kalogiannakis, Vasileios Orfanakis, et al.
International Journal of Web-Based Learning and Teaching Technologies (2017) Vol. 12, Iss. 4, pp. 58-77
Closed Access | Times Cited: 61
BitBlox
Kayla DesPortes, Aditya Anupam, Neeti Pathak, et al.
(2016)
Open Access | Times Cited: 56
From Theory Bias to Theory Dialogue
Yasmin B. Kafai, C. Patrick Proctor, Debora Lui
(2019), pp. 101-109
Open Access | Times Cited: 49
The History of Computing Education Research
Mark Guzdial, Benedict du Boulay
Cambridge University Press eBooks (2019), pp. 11-39
Closed Access | Times Cited: 48
Exploring the Impact of Worked Examples in a Novice Programming Environment
Rui Zhi, Thomas Price, Samiha Marwan, et al.
(2019)
Open Access | Times Cited: 48
Tangible Computing
Michael Horn, Marina Umaschi Bers
Cambridge University Press eBooks (2019), pp. 663-678
Closed Access | Times Cited: 46
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