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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:

Making an Effort Versus Experiencing Load
Melina Klepsch, Tina Seufert
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 47

Showing 1-25 of 47 citing articles:

Development and Validation of a Theory-Based Questionnaire to Measure Different Types of Cognitive Load
Felix Krieglstein, Maik Beege, Günter Daniel Rey, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 1
Open Access | Times Cited: 45
A Systematic Meta-analysis of the Reliability and Validity of Subjective Cognitive Load Questionnaires in Experimental Multimedia Learning Research
Felix Krieglstein, Maik Beege, Günter Daniel Rey, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2485-2541
Open Access | Times Cited: 57
Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework
Anique B. H. de Bruin, Felicitas Biwer, Luotong Hui, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 28
When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective
Axel Grund, Stefan Fries, Matthias Nückles, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 12
Distracted by a talking head? An eye tracking study on the effects of instructor presence in learning videos with animated graphic slides
Christina Sondermann, Markus Huff, Martin Merkt
Learning and Instruction (2024) Vol. 91, pp. 101878-101878
Open Access | Times Cited: 10
Developing the Mental Effort and Load–Translingual Scale (MEL-TS) as a Foundation for Translingual Research in Self-Regulated Learning
Tino Endres, Lisa Bender, Stoo Sepp, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Open Access | Times Cited: 1
Successful learning with whiteboard animations – A question of their procedural character or narrative embedding?
Sascha Schneider, Felix Krieglstein, Maik Beege, et al.
Heliyon (2023) Vol. 9, Iss. 2, pp. e13229-e13229
Open Access | Times Cited: 20
Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring
Tino Endres, Shana K. Carpenter, Alexander Renkl
Learning and Instruction (2024) Vol. 94, pp. 101974-101974
Open Access | Times Cited: 6
Can prior knowledge increase task complexity? – Cases in which higher prior knowledge leads to higher intrinsic cognitive load
Tino Endres, Oliver Lovell, David Morkunas, et al.
British Journal of Educational Psychology (2022) Vol. 93, Iss. S2, pp. 305-317
Open Access | Times Cited: 24
Cognitive Reappraisal: The Bridge between Cognitive Load and Emotion
Rebecca Brockbank, David F. Feldon
Education Sciences (2024) Vol. 14, Iss. 8, pp. 870-870
Open Access | Times Cited: 4
Relationship between the cognitive load and the learning success in applying force diagrams: eye-tracking study
Y. A. Omarbakiyeva, Larissa Hahn, Pascal Klein, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Level One: Teaching Practice – Does playing a digital teaching simulation game foster novice student teachers’ perception and use of theoretical knowledge?
Anna Kienitz, M. Krebs, Alexander Eitel, et al.
Computers & Education (2025), pp. 105277-105277
Open Access
Tracing and Pointing Support Multimedia Learning: A Cross-Cultural Replication
Yining Wang, Kexin Han, Paul Ginns
Educational Psychology Review (2025) Vol. 37, Iss. 2
Open Access
Comparing optimisation strategies of building design students and expert practitioners across subtasks
Stephanie Bunt, Catherine Berdanier, Jessica Menold, et al.
Journal of Engineering Design (2025), pp. 1-27
Closed Access
Sustaining Focus When It’s Hardest: Emotional Design Strengthens Sustained Learning, Especially in Contexts with Attractive Alternatives
Tino Endres, Charlotte Vössing, K. Ann Renninger, et al.
Computers & Education (2025), pp. 105313-105313
Closed Access
Effects of adaptive scaffolding on performance, cognitive load and engagement in game-based learning: a randomized controlled trial
Tjitske Faber, Mary E. W. Dankbaar, Walter W. van den Broek, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 3
Investigating the Effects of Individual Spatial Abilities on Virtual Reality Object Manipulation
Tobias Drey, Michael Montag, Andrea Vogt, et al.
(2023), pp. 1-24
Open Access | Times Cited: 8
Comparing Two Subjective Rating Scales Assessing Cognitive Load During Technology-Enhanced STEM Laboratory Courses
Michael Thees, Sebastian Kapp, Kristin Altmeyer, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 20
Cognitive Ergonomics of Assembly Work from a Job Demands–Resources Perspective: Three Qualitative Case Studies
Matilda Wollter Bergman, Cecilia Berlin, Maral Babapour Chafi, et al.
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 23, pp. 12282-12282
Open Access | Times Cited: 19
Acceptance of smart sensing: a barrier to implementation—results from a randomized controlled trial
Yannik Terhorst, Nadine Weilbacher, Carolin Suda, et al.
Frontiers in Digital Health (2023) Vol. 5
Open Access | Times Cited: 7
Video‐based modeling examples and comparative self‐explanation prompts for teaching a complex problem‐solving strategy
Julius Meier, Peter Hesse, Stephan Abele, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 4, pp. 1852-1870
Open Access | Times Cited: 2
The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis
Louise David, Felicitas Biwer, Martine Baars, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 3
Open Access | Times Cited: 2
The Validation and Further Development of the Multidimensional Cognitive Load Scale for Physical and Online Lectures (MCLS-POL)
Martin Stolpe Andersen, Guido Makransky
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 13
Effects of situated learning and clarification of misconceptions on contextual reasoning about natural selection
Helena Aptyka, Daniela Fiedler, Jörg Großschedl
Evolution Education and Outreach (2022) Vol. 15, Iss. 1
Open Access | Times Cited: 9
Applying Cognitive Load Theory in Teacher Education
Venance Timothy, Frank Fischer, Bianca Watzka, et al.
Psychological Test Adaptation and Development (2023) Vol. 4, Iss. 1, pp. 246-256
Open Access | Times Cited: 5
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