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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 21 citing articles:

Exercisable Learning-Theory and Evidence-Based Andragogy for Training Effectiveness using XR (ELEVATE-XR): Elevating the ROI of Immersive Technologies
Kay M. Stanney, Anna Skinner, Claire Hughes
International Journal of Human-Computer Interaction (2023) Vol. 39, Iss. 11, pp. 2177-2198
Open Access | Times Cited: 14
Skill-Transferring Knowledge Distillation Method
Shunzhi Yang, Liuchi Xu, MengChu Zhou, et al.
IEEE Transactions on Circuits and Systems for Video Technology (2023) Vol. 33, Iss. 11, pp. 6487-6502
Closed Access | Times Cited: 13
The flipped-classroom effect on vocational high school students’ learning outcomes
Admaja Dwi Herlambang, Ririn Ririn, Aditya Rachmadi
International Journal of Evaluation and Research in Education (IJERE) (2024) Vol. 13, Iss. 3, pp. 1807-1807
Open Access | Times Cited: 1
Development of a metacognition co-curriculum for a university course in introductory organic chemistry
Stephen L. MacNeil, Eileen Wood, Fatma Arslantas
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
The Impact of Color Cues on the Learning Performance in Video Lectures
Linwei She, Zhiguo Wang, Xiaohui Tao, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 7, pp. 560-560
Open Access | Times Cited: 1
Grow to learn: a metacognitive approach to early childhood teachers’ science professional development
Shiyi Chen, Meize Guo, Tonia A. Dousay
Research in Science & Technological Education (2023), pp. 1-21
Open Access | Times Cited: 4
An Extracurricular Project-Based Training Course in Innovation and Entrepreneurship Delivered to a Transdisciplinary Group of Students in Engineering, Social Sciences, Arts and Medicine
Costin Octavian Sorici, Claudia Sălceanu, Raluca Silvia Matei, et al.
Education Sciences (2023) Vol. 13, Iss. 10, pp. 967-967
Open Access | Times Cited: 2
Unleashing the Potential
John Blake
Advances in educational technologies and instructional design book series (2023), pp. 31-45
Closed Access | Times Cited: 2
Simulated Learning Environments as an Interdisciplinary Option for Vocational Training: A Systematic Review
Sandra Liliana Navarro-Parra, Andrés Chiappe
Simulation & Gaming (2023) Vol. 55, Iss. 2, pp. 135-158
Closed Access | Times Cited: 2
Implications of Computational Thinking Knowledge Transfer for Developing Educational Interventions
Javier Tarango, Sandra Erika Gutiérrez-Núñez, Aixchel Cordero-Hidalgo
Contemporary Educational Technology (2022) Vol. 14, Iss. 3, pp. ep367-ep367
Open Access | Times Cited: 3
Towards a context-aware personalized formative assessment in a collaborative online environment
Asma Hadyaoui, Lilia Cheniti‐Belcadhi
(2022)
Closed Access | Times Cited: 3
Student metacognition in online learning using website hyperlink facilities on Microsoft Team’s platform
Puguh Karyanto, Aris Nur Rohman
JPBI (Jurnal Pendidikan Biologi Indonesia) (2024) Vol. 10, Iss. 1, pp. 283-290
Open Access
Exploring the application of the metacognitive components on the development of the English writing process
Joseph Damian Pardo Gualan, Marcia Iliana Criollo Vargas
(2024)
Open Access
Young Learners’ Motivation, Self-regulation and Performance in Personalised Learning
Kevin Ackermans, Marjoke Bakker, Anne‐Marieke van Loon, et al.
Computers & Education (2024), pp. 105208-105208
Open Access
Grow to Learn: A metacognitive approach to early childhood teachers’ science professional development
Shiyi Chen, Tonia A. Dousay, Meize Guo
(2023)
Open Access | Times Cited: 1
الإسهام النسبي لمكونات المعرفة (التصريحية -الإجرائية -السياقية) في التنبؤ بالقدرة على التفكير الاستدلالي لدى طلبة الجامعة
خالد حسن بكر الشريف
Mağallaẗ Kulliyyaẗ Al-Tarbiyyaẗ, Ǧāmiʿaẗ Al-Iskandariyyaẗ/Mağallaẗ Kulliyyaẗ Al-Tarbiyyaẗ, Ǧāmiʿaẗ Al-Iskandariyyaẗ (2023) Vol. 33, Iss. 2, pp. 21-53
Open Access
Exploration of the Eleventh Graders Difficulties in Understanding Procedural and Declarative Knowledge in the Laboratory Experiment of Heat Transfer
Muhammad Tawil, Muhammad Amin Said, Kemala Suryansari
Jurnal Pendidikan MIPA (2023) Vol. 24, Iss. 1, pp. 359-372
Open Access
Metacognition Knowledge of High School Students in Solving Limit of Functions Problems Viewed from Mathematical Ability
Pathuddin Pathuddin, Intan Purnama Marzuki, Anggraini Anggraini, et al.
Jurnal Didaktik Matematika (2023) Vol. 10, Iss. 2, pp. 336-354
Open Access

Andreea Horoiță, Adrian Opre
Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia (2022) Vol. 67, Iss. 2
Open Access
Exploring the Development of Procedural Knowledge and Related Competencies Through Study of Biology in Middle and High Schools in Romania
Miriam Kenyeres, Ion Albulescu, Irina Pop-Păcurar
Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia (2022) Vol. 67, Iss. 2, pp. 107-138
Open Access
نمطان للمعلومات الداعمة (الإجرائية، التقريرية) وأثر تفاعلهما مع مستوى تعقيد مهام التعلم (البسيطة، المعقدة) ببيئة تعلم مدمج قائمة على الواقع المعزز على إنجاز مهام التصميم التعليمي والكفاءة الذاتية والتقبل التكنولوجي لدى الطالبات المعلمات
حنان إسماعيل محمد أحمد, عبير حسن فريد مرسي
التربية (الأزهر) مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) (2022) Vol. 41, Iss. 196, pp. 751-867
Open Access
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