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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:

Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education
Brian R. Belland, Andrew Walker, Nam Ju Kim, et al.
Review of Educational Research (2016) Vol. 87, Iss. 2, pp. 309-344
Open Access | Times Cited: 245

Showing 1-25 of 245 citing articles:

Simulation-Based Learning in Higher Education: A Meta-Analysis
Olga Chernikova, Nicole Heitzmann, Matthias Stadler, et al.
Review of Educational Research (2020) Vol. 90, Iss. 4, pp. 499-541
Open Access | Times Cited: 640
The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis
Delia Hillmayr, Lisa Ziernwald, Frank Reinhold, et al.
Computers & Education (2020) Vol. 153, pp. 103897-103897
Open Access | Times Cited: 363
Transdisciplinarity in STEM education: a critical review
Miwa Aoki Takeuchi, Pratim Sengupta, Marie‐Claire Shanahan, et al.
Studies in Science Education (2020) Vol. 56, Iss. 2, pp. 213-253
Closed Access | Times Cited: 180
Teacher’s Perceptions of Using an Artificial Intelligence-Based Educational Tool for Scientific Writing
Nam Ju Kim, Min Kyu Kim
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 129
The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate
Yunxian Guo, Yongliang Wang, José Luis Ortega-Martín
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023), Iss. 40, pp. 253-273
Open Access | Times Cited: 72
Let's talk evidence – The case for combining inquiry-based and direct instruction
Ton de Jong, Ard W. Lazonder, Clark A. Chinn, et al.
Educational Research Review (2023) Vol. 39, pp. 100536-100536
Open Access | Times Cited: 61
Effectiveness of Computer-Based Scaffolding in the Context of Problem-Based Learning for Stem Education: Bayesian Meta-analysis
Nam Ju Kim, Brian R. Belland, Andrew Walker
Educational Psychology Review (2017) Vol. 30, Iss. 2, pp. 397-429
Open Access | Times Cited: 168
A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education
Min Young Doo, Curtis J. Bonk, Heeok Heo
The International Review of Research in Open and Distributed Learning (2020) Vol. 21, Iss. 3
Open Access | Times Cited: 124
Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead
Ton de Jong
Journal of Computer Assisted Learning (2019) Vol. 35, Iss. 2, pp. 153-167
Open Access | Times Cited: 110
Facilitating Diagnostic Competences in Higher Education—a Meta-Analysis in Medical and Teacher Education
Olga Chernikova, Nicole Heitzmann, Maximilian C. Fink, et al.
Educational Psychology Review (2019) Vol. 32, Iss. 1, pp. 157-196
Open Access | Times Cited: 110
Good for learning, bad for motivation? A meta-analysis on the effects of computer-supported collaboration scripts
Anika Radkowitsch, Freydis Vogel, Frank Fischer
International Journal of Computer-Supported Collaborative Learning (2020) Vol. 15, Iss. 1, pp. 5-47
Open Access | Times Cited: 100
The effects of group metacognitive scaffolding on group metacognitive behaviors, group performance, and cognitive load in computer-supported collaborative learning
Lanqin Zheng, Xin Li, Xuan Zhang, et al.
The Internet and Higher Education (2019) Vol. 42, pp. 13-24
Closed Access | Times Cited: 90
Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis
Zhihui Cai, Peipei Mao, Dandan Wang, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 2, pp. 537-574
Closed Access | Times Cited: 65
Exploring augmented reality for worker assistance versus training
Mohsen Moghaddam, Nick Wilson, Alicia Modestino, et al.
Advanced Engineering Informatics (2021) Vol. 50, pp. 101410-101410
Open Access | Times Cited: 56
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: 14
Scaffolding Computational Thinking With ChatGPT
J.M. Liao, Linrong Zhong, Longting Zhe, et al.
IEEE Transactions on Learning Technologies (2024) Vol. 17, pp. 1668-1682
Open Access | Times Cited: 14
A systematic review and meta-analysis of self-determination-theory-based interventions in the education context
Yurou Wang, Hui Wang, Shengnan Wang, et al.
Learning and Motivation (2024) Vol. 87, pp. 102015-102015
Closed Access | Times Cited: 14
AI-based avatars are changing the way we learn and teach: benefits and challenges
Maximilian C. Fink, Seth A. Robinson, Bernhard Ertl
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 10
The End is the Beginning is the End: The closed-loop learning analytics framework
Michael Sailer, Manuel Ninaus, Stefan E. Huber, et al.
Computers in Human Behavior (2024) Vol. 158, pp. 108305-108305
Open Access | Times Cited: 9
The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education
Amber Van Hoe, Joel Wiebe, Tijs Rotsaert, et al.
International Journal of STEM Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 8
Meta-Analysis and Meta-Synthesis Methodologies: Rigorously Piecing Together Research
Heather Leary, Andrew Walker
TechTrends (2018) Vol. 62, Iss. 5, pp. 525-534
Closed Access | Times Cited: 76
Scaffolding for Optimal Challenge in K–12 Problem-Based Learning
Nam Ju Kim, Brian R. Belland, Daryl Axelrod
Interdisciplinary Journal of Problem-based Learning (2018) Vol. 13, Iss. 1
Open Access | Times Cited: 69
The effect of sustained vs. faded scaffolding on students’ argumentation in ill-structured problem solving
Andrew A. Tawfik, Victor Law, Xun Ge, et al.
Computers in Human Behavior (2018) Vol. 87, pp. 436-449
Closed Access | Times Cited: 62
Scaffolding design thinking in online STEM preservice teacher training
Bian Wu, Yiling Hu, Minhong Wang
British Journal of Educational Technology (2019) Vol. 50, Iss. 5, pp. 2271-2287
Closed Access | Times Cited: 59
A Qualitative Analysis of Implementing E-Learning during the COVID-19 Lockdown
Carlos Peñarrubia Lozano, Manuel Segura Bergés, Manuel Lizalde Gil, et al.
Sustainability (2021) Vol. 13, Iss. 6, pp. 3317-3317
Open Access | Times Cited: 47
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