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:
Engaging learners by tracing and summarizing in a computer‐based environment
Genmei Zuo, Lijia Lin
Applied Cognitive Psychology (2022) Vol. 36, Iss. 2, pp. 391-401
Closed Access | Times Cited: 7
Genmei Zuo, Lijia Lin
Applied Cognitive Psychology (2022) Vol. 36, Iss. 2, pp. 391-401
Closed Access | Times Cited: 7
Showing 7 citing articles:
Learning Mechanisms Explaining Learning With Digital Tools in Educational Settings: a Cognitive Process Framework
Frank Reinhold, Timo Leuders, Katharina Loibl, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 15
Frank Reinhold, Timo Leuders, Katharina Loibl, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 15
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
Yining Wang, Kexin Han, Paul Ginns
Educational Psychology Review (2025) Vol. 37, Iss. 2
Open Access
Information and communication technology engagement and digital reading: How meta‐cognitive strategies impact their relationship
Lijia Lin, Ronnel B. King, Lingyi Fu, et al.
British Journal of Educational Technology (2023) Vol. 55, Iss. 1, pp. 277-296
Closed Access | Times Cited: 9
Lijia Lin, Ronnel B. King, Lingyi Fu, et al.
British Journal of Educational Technology (2023) Vol. 55, Iss. 1, pp. 277-296
Closed Access | Times Cited: 9
Does Tracing Enhance Multimedia Learning? A Meta-Analysis
辉 李
Advances in Psychology (2024) Vol. 14, Iss. 02, pp. 911-930
Closed Access
辉 李
Advances in Psychology (2024) Vol. 14, Iss. 02, pp. 911-930
Closed Access
Can whole-body tracing and hand tracing make any difference? Experimental evidence of learning outcomes, cognitive load, and intrinsic motivation on university students
Genmei Zuo, Lijia Lin
Instructional Science (2024)
Closed Access
Genmei Zuo, Lijia Lin
Instructional Science (2024)
Closed Access
Learning via video: The effects of summarizing strategies and self-explanation prompts
Wei Hsuan Chen, Lijia Lin, Weiguo Pang
Education and Information Technologies (2024)
Closed Access
Wei Hsuan Chen, Lijia Lin, Weiguo Pang
Education and Information Technologies (2024)
Closed Access
Examining the effects of utility value writing and summary writing on learning and motivation among Chinese university students
Lijia Lin, Kate M. Xu, Peilin Zhang, et al.
Current Psychology (2023) Vol. 43, Iss. 12, pp. 10528-10539
Closed Access
Lijia Lin, Kate M. Xu, Peilin Zhang, et al.
Current Psychology (2023) Vol. 43, Iss. 12, pp. 10528-10539
Closed Access
