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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:

Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study
Luiz Rodrigues, Filipe Dwan Pereira, Armando M. Toda, et al.
International Journal of Educational Technology in Higher Education (2022) Vol. 19, Iss. 1
Open Access | Times Cited: 72

Showing 1-25 of 72 citing articles:

Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review
Fazlida Dahalan, Norlidah Alias, Mohd Shahril Nizam Shaharom
Education and Information Technologies (2023) Vol. 29, Iss. 2, pp. 1279-1317
Open Access | Times Cited: 94
Evaluation of the novelty effect in immersive Virtual Reality learning experiences
Ines Miguel-Alonso, David Checa, Henar Guillen-Sanz, et al.
Virtual Reality (2024) Vol. 28, Iss. 1
Open Access | Times Cited: 32
Intangible rewards versus tangible rewards in gamified online learning: Which promotes student intrinsic motivation, behavioural engagement, cognitive engagement and learning performance?
Xiao Ya, Khe Foon Hew
British Journal of Educational Technology (2023) Vol. 55, Iss. 1, pp. 297-317
Open Access | Times Cited: 31
Personalised gamification enhances student participation but produces mixed effects on emotional and cognitive engagements: a systematic review
Ya Xiao, Khe Foon Hew
Interactive Learning Environments (2024), pp. 1-27
Closed Access | Times Cited: 10
Anchoring autonomy: understanding seafarers’ interaction with energy efficiency decision support systems for route planning and the role of basic psychological needs
Mourad Zoubir, Benjamin Schwarz, Jan Heidinger, et al.
Cognition Technology & Work (2025)
Open Access | Times Cited: 1
Scaling-Up Social Learning in Small Groups with Robot Supported Collaborative Learning (RSCL): Effects of Learners’ Prior Experience in the Case Study of Planning Poker with the Robot NAO
Ilona Buchem
Applied Sciences (2023) Vol. 13, Iss. 7, pp. 4106-4106
Open Access | Times Cited: 13
Outplay Your Weaker Self: A Mixed-Methods Study on Gamification to Overcome Procrastination in Academia
Jeanine Krath, Manuel Schmidt-Kraepelin, Sofia Schöbel, et al.
(2024), pp. 1-19
Open Access | Times Cited: 4
Psychological outcomes of extended reality interventions in spinal cord injury rehabilitation: a systematic scoping review
Samuel David Williamson, Anders Orup Aaby, Sophie Lykkegaard Ravn
Spinal Cord (2025)
Open Access
Levelling up the Recycling Experience: Gamification of Recycling through an Innovative Recycling Station
Joacim Rosenlund, Miralem Helmefalk, Sofie Stenfelt, et al.
Circular Economy and Sustainability (2025)
Open Access
A digital safe space for learning: how computer-assisted instruction supports students with lower academic self-concept
Johann Chevalère, M Berthon, Nicolas Rocher, et al.
Education and Information Technologies (2025)
Closed Access
Gamification in collaborative learning: synthesizing evidence through meta-analysis
Taufik Ikhsan Slamet, Chen Meng
Journal of Computers in Education (2025)
Closed Access
Examining Teaching Competencies and Challenges While Integrating Artificial Intelligence in Higher Education
Xinyue Ren, Min Lun Wu
TechTrends (2025)
Open Access
TextSavvy: Exploring the Effectiveness of a Text Messaging Adjunct to a Dialectical Behavior Therapy (DBT) Skills Training Intervention
James P. Hodgins, Erica Mazzone, Edward Franklin, et al.
Journal of Technology in Behavioral Science (2025)
Open Access
Technology-based interactive guidance to promote learning performance and self-regulation: a chatbot-assisted self-regulated learning approach
Yen-Fen Lee, Gwo‐Jen Hwang, Pei‐Ying Chen
Educational Technology Research and Development (2025)
Open Access
The Impact of Touchscreens on Early Learning: A Meta-Analysis
atefeh taheryan, Kyuyoung Song
Journal of Research in Childhood Education (2025), pp. 1-24
Closed 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
Systematic Literature Review of Gamification Design in Higher Education Programming Courses: Methodological Rigor Exposed
Marisa Venter, Lizette De Wet
Communications in computer and information science (2025), pp. 249-268
Closed Access
Does a student's attendance and a classroom task significantly enhance learning outcomes? Implications of policy in gamely and management education
Vivek Soni, D.K. Banwet
The International Journal of Management Education (2025) Vol. 23, Iss. 2, pp. 101163-101163
Closed Access
The Impact of Quest-Based Feedback and Point-Based Feedback on Users' Emotions and Engagement
C. Vancaemelbecke, Loïc Caroux, Céline Lemercier
Computers in Human Behavior (2025), pp. 108652-108652
Closed Access
Serious Games in Engineering Education: Assessing Novelty Effects and the Influence of Prior Gaming Experience
Laura Romero Rodríguez, Alberto Sánchez‐Alzola, Alejandro Salazar
Computer Applications in Engineering Education (2025) Vol. 33, Iss. 3
Closed Access
Adaptive learning in computer science education: A scoping review
Pedro Luís Saraiva Barbosa, Rafael Augusto Ferreira do Carmo, João P. P. Gomes, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 8, pp. 9139-9188
Closed Access | Times Cited: 12
It's just a game! Effects of fantasy in a storified test on applicant reactions
Marie L. Ohlms, Klaus G. Melchers, Filip Lievens
Applied Psychology (2024) Vol. 74, Iss. 1
Open Access | Times Cited: 3
Leveraging Gamification in ICT Education: Examining Gender Differences and Learning Outcomes in Programming Courses
Rafael Mellado, Claudio Cubillos, Rosa María Vicari, et al.
Applied Sciences (2024) Vol. 14, Iss. 17, pp. 7933-7933
Open Access | Times Cited: 3
Using game concepts to improve programming learning: A multi‐level meta‐analysis
Joana Martinho Costa
Computer Applications in Engineering Education (2023) Vol. 31, Iss. 4, pp. 1098-1110
Open Access | Times Cited: 8
educación STEAM y el aprendizaje lúdico en todos los niveles educativos
Jefferson Rodrigues-Silva, ́Àngel Alsina
Revista Prâksis (2023) Vol. 1, pp. 188-212
Open Access | Times Cited: 7
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