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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:

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception
Cosme Jesús Gómez Carrasco, José Monteagudo Fernández, Juan Ramón Moreno Vera, et al.
Education Sciences (2019) Vol. 9, Iss. 4, pp. 299-299
Open Access | Times Cited: 93

Showing 1-25 of 93 citing articles:

A systematic review of the use of gamification in flipped learning
Murat Ekici
Education and Information Technologies (2021) Vol. 26, Iss. 3, pp. 3327-3346
Closed Access | Times Cited: 114
Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies
José María Campillo Ferrer, Pedro Miralles Martínez, Raquel Sanchez Ibáñéz
Sustainability (2020) Vol. 12, Iss. 12, pp. 4822-4822
Open Access | Times Cited: 108
University Students’ Perception of the Usefulness of the Flipped Classroom Methodology
Ernesto Colomo Magaña, Roberto Soto-Varela, Julio Ruiz‐Palmero, et al.
Education Sciences (2020) Vol. 10, Iss. 10, pp. 275-275
Open Access | Times Cited: 83
Examining the training and education potential of the metaverse: Results from an empirical study of next generation SAFe training
Murat Yılmaz, Emer O’Farrell, Paul Clarke
Journal of Software Evolution and Process (2023) Vol. 35, Iss. 9
Closed Access | Times Cited: 32
Lifelong learning in the workplace: the knowledge management role of corporate universities in China
Yuhang Han, Yi Zhou, Sarah Carr, et al.
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 8
Brazilian and Spanish Mathematics Teachers’ Predispositions towards Gamification in STEAM Education
Paula López, Jefferson Rodrigues-Silva, ́Àngel Alsina
Education Sciences (2021) Vol. 11, Iss. 10, pp. 618-618
Open Access | Times Cited: 44
Pre-service teachers' perceptions and intentions regarding the use of chatbots through statistical and lag sequential analysis
Tzu‐Chi Yang, Jianhua Chen
Computers and Education Artificial Intelligence (2022) Vol. 4, pp. 100119-100119
Open Access | Times Cited: 30
Impact of Gamified Teaching on University Student Learning
Marta Montenegro Rueda, José Fernández Cerero, Andrés F. Mena-Guacas, et al.
Education Sciences (2023) Vol. 13, Iss. 5, pp. 470-470
Open Access | Times Cited: 20
Analysis of a forced blended-learning program in social sciences higher education during the COVID-19 post-pandemic
Cosme Jesús Gómez Carrasco, Francisco Javier Hinojo Lucena, Juan Ramón Moreno Vera, et al.
Education + Training (2022) Vol. 65, Iss. 2, pp. 298-311
Open Access | Times Cited: 23
Gamification, collaborative learning and transversal competences: analysis of academic performance and students’ perceptions
Cecilia Latorre Cosculluela, Verónica Sierra Sánchez, Sandra Vázquez Toledo
Smart Learning Environments (2025) Vol. 12, Iss. 1
Open Access
Instrumento para la evaluación de conocimientos, actitudes y prácticas de docentes sobre gamificación (CAP-GD): análisis de propiedades psicométricas
Sebastián Pinzón-Salazar, Laura Pulgarín-Arias, Sarah Ospina-Cano, et al.
European Public & Social Innovation Review (2025) Vol. 10, pp. 1-22
Open Access
Democratic consciousness’ discourses in history education: The Spanish curriculum
Juan Ramón Moreno Vera
Citizenship Social and Economics Education (2025)
Closed Access
Analysis of college students’ physical education learning effect and quality based on text data fusion
Zhenwen Dai
Advances in Continuous and Discrete Models (2025) Vol. 2025, Iss. 1
Open Access
Higher Education Students’ Assessments towards Gamification and Sustainability: A Case Study
María Jesús Santos Villalba, Juan José Leiva Olivencia, Magdalena Ramos Navas-Parejo, et al.
Sustainability (2020) Vol. 12, Iss. 20, pp. 8513-8513
Open Access | Times Cited: 37
Active learning in history teaching in higher education: The effect of inquiry-based learning and a student response system-based formative assessment in teacher training
Sergio Tirado‐Olivares, Ramón Cózar Gutiérrez, Rebeca García-Olivares, et al.
Australasian Journal of Educational Technology (2021) Vol. 37, Iss. 5, pp. 61-76
Open Access | Times Cited: 28
By Toutatis! Trainee Teachers’ Motivation When Using Comics to Learn History
Juan Ramón Moreno Vera, Santiago Ponsoda López de Atalaya, Rubén Blanes-Mora
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 27
Mobile augmented reality adapted to the ARCS model of motivation: a case study during the COVID-19 pandemic
Luis Alberto Laurens Arredondo
Education and Information Technologies (2022) Vol. 27, Iss. 6, pp. 7927-7946
Open Access | Times Cited: 21
Systematic literature review on gamified professional training among employees
Jazihan Mahat, Norlidah Alias, Farrah Dina Yusop
Interactive Learning Environments (2022) Vol. 31, Iss. 10, pp. 6747-6767
Closed Access | Times Cited: 21
Comparison of In-Person and Virtual Labs/Tutorials for Engineering Students Using Blended Learning Principles
Maren Schnieder, S.R. Williams, Sourav Ghosh
Education Sciences (2022) Vol. 12, Iss. 3, pp. 153-153
Open Access | Times Cited: 20
Wooclap for improving student achievement and motivation in the Chemical Engineering Degree
Irene Moreno-Medina, Manuel Peñas‐Garzón, Carolina Belver, et al.
Education for Chemical Engineers (2023) Vol. 45, pp. 11-18
Closed Access | Times Cited: 11
A Systematic Review of Theoretical Foundations and Learning Effects in Gamified Flipped Classroom Research
Hatice Sancar Tokmak, Zerrin Dağli
Evaluation Review (2025)
Closed Access
Ventajas de la gamificación en el ámbito de la educación formal en España. Una revision bibliográfica en el periodo de 2015-2020
Eva Pérez Gallardo, Felipe Gértrudix Barrio
Contextos Educativos Revista de Educación (2021), Iss. 28, pp. 203-227
Open Access | Times Cited: 23
Who likes to learn new things? How Gamification User Types and Satisfaction but not the frustration of basic psychological needs explain the preference for learning new things
Magdalena Rowicka, Sławomir Postek
Acta Psychologica (2023) Vol. 236, pp. 103925-103925
Open Access | Times Cited: 10
Training future primary teachers in historical thinking through error-based learning and learning analytics
Sergio Tirado‐Olivares, Ramón Cózar Gutiérrez, Carlota López-Fernández, et al.
Humanities and Social Sciences Communications (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 9
Gamification Solution in Teacher Education
András Buda, Csilla Pesti
Acta Educationis Generalis (2024) Vol. 14, Iss. 2, pp. 1-15
Open Access | Times Cited: 3
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