Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Effectiveness of digital educational game and game design in STEM learning: a meta-analytic review
Yang Gui, Zhihui Cai, Yajiao Yang, et al.
International Journal of STEM Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 41

Showing 1-25 of 41 citing articles:

Digital Simulations in STEM Education: Insights from Recent Empirical Studies, a Systematic Review
Chrysovalantis Kefalis, Constantine Skordoulis, Athanasios Drigas
Encyclopedia (2025) Vol. 5, Iss. 1, pp. 10-10
Open Access | Times Cited: 1
Game-based learning in computer science education: a scoping literature review
Maja Videnovik, Tone Vold, Linda Vibeke Kiønig, et al.
International Journal of STEM Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 30
Learning activities in technology-enhanced learning: A systematic review of meta-analyses and second-order meta-analysis in higher education
Michael Sailer, Rebecca Maier, Sonja Berger, et al.
Learning and Individual Differences (2024) Vol. 112, pp. 102446-102446
Open Access | Times Cited: 13
EFFECTS OF DIGITAL GAME-BASED LEARNING IN STEM EDUCATION ON STUDENTS’ MOTIVATION: A SYSTEMATIC LITERATURE REVIEW
Jelena Ilić, Mirjana Ivanović, Aleksandra Klašnja‐Milićević
Journal of Baltic Science Education (2024) Vol. 23, Iss. 1, pp. 20-36
Open Access | Times Cited: 7
In-service teachers' perceptions of board games in teaching: Impact of the level of seriousness of the games and teachers’ characteristics
Nathalie Jobert, Mylène Sanchiz
Teaching and Teacher Education (2025) Vol. 157, pp. 104951-104951
Open Access
Enhancing K-12 Students' STEM Learning Through the Integration of the Metaverse Into Online and Blended Environments: A Meta-Analysis
Xingyu Geng, Yu-Sheng Su
International Journal of Science and Mathematics Education (2024)
Closed Access | Times Cited: 4
How gamification boosts learning in STEM higher education: a mixed methods study
Margarita Ortiz‐Rojas, Katherine Chiluiza, Martin Valcke, et al.
International Journal of STEM Education (2025) Vol. 12, Iss. 1
Open Access
Value-added digital game-based learning in K-12 science education: a systematic literature review
Mahmood H. Hussein, Nor Lisa Sulaiman, Omid Noroozi, et al.
Interactive Learning Environments (2025), pp. 1-35
Closed Access
Developing a Smart Learning System for Large Enterprises Based on Intelligent Augmented Reality
Hsin‐Te Wu
Journal of Organizational and End User Computing (2025) Vol. 37, Iss. 1, pp. 1-14
Open Access
Effects of Digital Game‐Based Learning on Student's Problem‐Solving Ability: A Three‐Level Meta‐Analysis
Zhihui Cai, Xin Zhang, Caiyan Liu, et al.
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 2
Closed Access
Let’s climb the ladders of digital game-based learning experience: a means-end chain perspective
Ljiljan Veselinović, Merima Činjarević, Lejla Turulja, et al.
Interactive Technology and Smart Education (2025)
Closed Access
The effects of dynamic and static feedback under tasks with different difficulty levels in digital game-based learning
Peipei Mao, Zhihui Cai, Zhikeng Wang, et al.
The Internet and Higher Education (2023) Vol. 60, pp. 100923-100923
Closed Access | Times Cited: 11
The impact of virtual reality on practical skills for students in science and engineering education: a meta-analysis
Chuanwen Yang, Jinying Zhang, Yongbin Hu, et al.
International Journal of STEM Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 3
Games in education: a systematic review of studies in international and Iranian contexts
Rasoul Bakhtiari, Farhad Seraji, Mohammadreza Farrokhnia, et al.
Educational Technology Research and Development (2024)
Closed Access | Times Cited: 3
Enhancing the Achievement of Learning Outcomes for Foreign Language Learners Based on Gamification and Card Games
Yasmeen Alomair, Salah Hammami
International Journal of Computer Games Technology (2024) Vol. 2024, Iss. 1
Open Access | Times Cited: 2
Navigating the Evolution of Game-Based Educational Approaches in Secondary STEM Education: A Decade of Innovations and Challenges
Chiara Fante, Fabrizio Ravicchio, Flavio Manganello
(2024)
Open Access | Times Cited: 1
The Influence of Play Based Learning Project on Learner Performance in Science and Elementary Technology and English Language Subjects
Dative Muhawenimana, Jean de Dieu Amini Ngabonziza
African Journal of Empirical Research (2024) Vol. 5, Iss. 2, pp. 558-567
Open Access | Times Cited: 1
The evaluation of digital educational game use in pharmacology teaching process
Marcin Mateusz Granat, Aleksandra Paź, Dagmara Mirowska‐Guzel
Pharmacology Research & Perspectives (2024) Vol. 12, Iss. 5
Open Access | Times Cited: 1
Learning With Board Games: Interplay of Context and Students’ Prior Knowledge
Mylène Sanchiz, Manuel Gimenes, Éric Lambert
The Journal of Experimental Education (2024), pp. 1-24
Closed Access | Times Cited: 1
Leveraging professional learning communities in linking digital professional development and instructional integration: evidence from 16,072 STEM teachers
Liu Ji, Millicent Aziku, Faying Qiang, et al.
International Journal of STEM Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 1
Breaking Textbook Barriers: PowToon Videos in Engaging ICT Learning for Young EFL Learners
Fitria Minarni, Mutmainnah Mustofa, Mutia Sari Nursafira
ELSYA Journal of English Language Studies (2023) Vol. 5, Iss. 3, pp. 285-299
Open Access | Times Cited: 2
Exploring the Horizon of Innovation - Lessons from Student Entrepreneurship for Norway's Future
Glenn Agung Hole
(2024)
Closed Access
STEM-Based Science E-Module: Is It Effective to Improve Students' Creative Thinking Skills?
Wulan Octi Pratiwi, Pramudiyanti Pramudiyanti, Ryzal Perdana
Jurnal Ilmiah Pendidikan Fisika (2024) Vol. 8, Iss. 1, pp. 79-79
Open Access
E-polis: An Innovative and Fun Way to Gamify Sociological Research with an Educational Serious Game – Game Development Middleware Approach
Alexandros Gazis, Eleftheria Katsiri
International Journal of Education and Information Technologies (2024) Vol. 18, pp. 20-32
Open Access
Analyzing Computational Processes in Tracking Visual Attention and Assessing Scientific Understanding within Interactive Learning Content
Rapheephan Prawake, Niwat Srisawasdi, Pawat Chaipidech
(2024), pp. 75-80
Closed Access
Page 1 - Next Page

Scroll to top