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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:

Elaborated feedback and learning: Examining cognitive and motivational influences
Zhen Wang, Shaoying Gong, Sheng Xu, et al.
Computers & Education (2019) Vol. 136, pp. 130-140
Closed Access | Times Cited: 72

Showing 51-75 of 72 citing articles:

How to Make Computer-Based Feedback More Productive: The Power of Erroneous Solutions
Zhen Wang, Xinrui Pei, Hejie Zhu, et al.
Journal of Educational Computing Research (2024) Vol. 62, Iss. 6, pp. 1419-1439
Closed Access
Creación, evaluación e implementación de la aplicación para la Educación Superior MoILCaps
David Caballero Mariscal, María Pinto, Alicia Segura
Biblios Journal of Librarianship and Information Science (2024), Iss. 86, pp. 197-219
Open Access
A Digital Math Game and Multiple-Try Use with Primary Students: A Sex Analysis on Motivation and Learning
Claudio Cubillos, Silvana Roncagliolo, Daniel Cabrera‐Paniagua, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 6, pp. 488-488
Open Access
Supporting learning performance improvement: Role of online group assessment
Fengjuan Chen, Si Zhang, Qingtang Liu, et al.
Education and Information Technologies (2024)
Closed Access
Knowledge exploration among students: role of feedback, feeling of confidence, and academic motivation
Jaya Shukla, Ram Manohar Singh
Metacognition and Learning (2024)
Closed Access
Commercial Real Estate Valuation Using CoStar
Margarita Kaprielyan, Angelo Boone
Journal of Real Estate Practice and Education (2024) Vol. 26, Iss. 1
Open Access
The Learning Benefits of Mastery Quizzing Versus Other Quizzing Methods
Lauren E. Bates, Sarah J. Myers, Edward L. DeLosh, et al.
Psychology Learning & Teaching (2024)
Closed Access
Measuring the effects of pedagogical agent cognitive and affective feedback on students’ academic performance
Marta Arguedas, Τhanasis Daradoumis, Santi Caballé
Frontiers in Artificial Intelligence (2024) Vol. 7
Open Access
Computer-based assessment research trends and future directions: A bibliometric analysis
Johan Syahbrudin, Edi Istiyono, Moh. Khairudin, et al.
Contemporary Educational Technology (2024) Vol. 17, Iss. 1, pp. ep554-ep554
Closed Access
Effective Feedback Systems in Learning Analytics: Didactic and Psychological Foundations, Implementations, and Perspectives
S Hirsch, Dieter Uckelmann
(2024), pp. 1-10
Closed Access
MENINGKATKAN HASIL BELAJAR MATEMATIKA MELALUI PEMBELAJARAN DENGAN PEMBERIAN TUGAS TERSTRUKTUR DISERTAI UMPAN BALIK
Wahyuddin Wahyuddin
Media Pendidikan Matematika (2020) Vol. 8, Iss. 2, pp. 61-61
Open Access | Times Cited: 3
ANALYZING EXPERIENCES OF USING EFFECTIVE FEEDBACK IN THE ESL CLASSROOM THROUGH THE USE OF DIGITAL TECHNOLOGIES
Roberto Mesén-Hidalgo, Juan Carlos Sandí Delgado
Education and new developments (2020), pp. 319-323
Open Access | Times Cited: 2
The Effect of Computer-Based Feedback in Game-Like Fluid Reasoning Tasks
Šárka Portešová, Michal Jabůrek, Adam Ťápal, et al.
Studia Psychologica (2022) Vol. 64, Iss. 2, pp. 155-172
Open Access | Times Cited: 1
Who Can Benefit More From More or Less Elaborated Feedback in a Computer-Based Assessment? Dominant Goal Orientation Matters
Zhen Wang, Yang Cao, Shaoying Gong
Journal of Educational Computing Research (2022) Vol. 61, Iss. 3, pp. 671-695
Closed Access | Times Cited: 1
Pre-service Teachers’ Beliefs about Motivating Students to Learn Science
Davis Jean-Baptiste, Damian Maher
˜The œAustralian journal of teacher education (2022) Vol. 47, Iss. 11
Open Access | Times Cited: 1
The More Complex the Feedback, the Better? A Study on the Design of Feedback Types in Educational Games
Zheyu Liu, Zhou Weilan, Zhou Ji-hui, et al.
2022 IEEE 25th International Conference on Computer Supported Cooperative Work in Design (CSCWD) (2021), pp. 536-539
Closed Access | Times Cited: 1
The Impact of an Online Teacher Education Program on the Development of Prospective Secondary Mathematics Teachers’ Noticing
Ceneıda Fernández, Salvador Llinares, Yoilyn Rojas
Research in mathematics education (2021), pp. 187-206
Closed Access | Times Cited: 1
Use of gamification to enhance curiosity and engagement through feedback strategies
Anupam Makhija, Meena Jha, Deborah Richards, et al.
(2021), pp. 137-142
Open Access | Times Cited: 1
The Development of Thai Listening Comprehension of Chinese Students Using Feedback and Peer-Assisted Learning
Juntong Liu, Qiuxue Luo, Mayuree Suacamram
International Journal of Instruction (2023) Vol. 16, Iss. 3, pp. 25-40
Open Access
El desarrollo de la competencia mirar profesionalmente el pensamiento matemático de los estudiantes durante los períodos de práctica
Ceneıda Fernández, Pere Ivars, Salvador Llinares
Revista Interuniversitaria de Formación del Profesorado Continuación de la antigua Revista de Escuelas Normales (2023) Vol. 98, Iss. 37.2
Open Access
Effectiveness of Cognitive Monopoly (Monotif) Instructional Media to Early Childhood Numeracy Ability
Nancy Riana, Feronica Eka Putri, Kusnul Katimah
Scientia (2023) Vol. 2, Iss. 2, pp. 97-104
Open Access
An Investigation of Using Elaborated and Metacognitive Feedback Strategies in Interactive Instructional Videos
Ezgi DİRİ KOÇ, Diler Öner
Journal of Educational Technology and Online Learning (2023) Vol. 6, Iss. 4, pp. 991-1008
Open Access
التفاعل بين توقيت تقديم الأسئلة الضمنية (الموزعة / في النهاية) ونمط التغذية الراجعة (المكتوبة/ المسموعة) ببيئة تعلم قائمة على الفيديو التفاعلي وأثره على تنمية مهارات إنتاج العروض التقديمية التفاعلية والتحصيل المعرفى ودافعية الإنجاز لدى طلاب كلية التربية.
أحمد مصطفي موسي عبدالله
تکنولوجيا التعليم سلسلة دراسات وبحوث (2022) Vol. 32, Iss. 12, pp. 285-449
Open Access
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