Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load
Juan C. Castro-Alonso, Björn B. de Koning, Logan Fiorella, et al.
Educational Psychology Review (2021) Vol. 33, Iss. 4, pp. 1379-1407
Open Access | Times Cited: 103

Showing 1-25 of 103 citing articles:

Making Sense of Generative Learning
Logan Fiorella
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 49
Challenging Cognitive Load Theory: The Role of Educational Neuroscience and Artificial Intelligence in Redefining Learning Efficacy
Evgenia Gkintoni, Hera Antonopoulou, Andrew Sortwell, et al.
Brain Sciences (2025) Vol. 15, Iss. 2, pp. 203-203
Open Access | Times Cited: 3
Video Game Design for Learning to Learn
Angela Pasqualotto, Jocelyn Parong, C. Shawn Green, et al.
International Journal of Human-Computer Interaction (2022) Vol. 39, Iss. 11, pp. 2211-2228
Open Access | Times Cited: 43
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: 29
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
How to improve reading and writing skills in primary schools: A comparison between gamification and pen-and-paper training
Angela Cattoni, Francesca Anderle, Paola Venuti, et al.
International Journal of Child-Computer Interaction (2024) Vol. 39, pp. 100633-100633
Open Access | Times Cited: 12
Research Avenues Supporting Embodied Cognition in Learning and Instruction
Juan C. Castro-Alonso, Paul Ayres, Shirong Zhang, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 10
The synergy of embodied cognition and cognitive load theory for optimized learning
Liye Zou, Zhihao Zhang, Myrto F. Mavilidi, et al.
Nature Human Behaviour (2025)
Closed Access | Times Cited: 1
Neurodiversity and cognitive load in online learning: A systematic review with narrative synthesis
Anne‐Laure Le Cunff, Vincent Giampietro, Eleanor J. Dommett
Educational Research Review (2024) Vol. 43, pp. 100604-100604
Open Access | Times Cited: 7
Application of artificial intelligence in cognitive load analysis using functional near-infrared spectroscopy: A systematic review
Mehshan Ahmed Khan, Houshyar Asadi, Li Zhang, et al.
Expert Systems with Applications (2024) Vol. 249, pp. 123717-123717
Open Access | Times Cited: 6
Is a Preference for Realism Really Naive After All? A Cognitive Model of Learning with Realistic Visualizations
Alexander Skulmowski, Steve Nebel, Martin Remmele, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 2, pp. 649-675
Open Access | Times Cited: 33
Frustration in the Classroom: Causes and Strategies to Help Teachers Cope Productively
Daeun Park, Gerardo Ramirez
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 1955-1983
Closed Access | Times Cited: 23
Do school students’ academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations?
Leonie Jacob, Andreas Lachner, Katharina Scheiter
Computers & Education (2022) Vol. 182, pp. 104469-104469
Closed Access | Times Cited: 19
Integrating cognitive load theory with other theories, within and beyond educational psychology
José Hanham, Juan C. Castro-Alonso, Ouhao Chen
British Journal of Educational Psychology (2023) Vol. 93, Iss. S2, pp. 239-250
Open Access | Times Cited: 11
Biological evolution and human cognition are analogous information processing systems
Juan C. Castro-Alonso, Alejandro A. Hidalgo, John Sweller
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 4
Self-Directed Learning Strategies and Knowledge Construction of University Students: Achieving Learning Goals and Managing Cognitive Load
Yuwen Lu
International journal of education and social development. (2025) Vol. 2, Iss. 1, pp. 13-19
Closed Access
Interdisciplinary Contributions to ACTA

IGI Global eBooks (2025), pp. 251-284
Closed Access
Advancing pre-clinical surgical education by using intuitive short videos
M.a Rosario Santolaya Perrin, Markus Schäfer, Pierre‐Alexandre Bart, et al.
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access
Teacher's pedagogical competencies on the utilisation of instructional materials for teaching history subject in public secondary schools in Zanzibar: A case of the Pemba North Region
Hamad Abdalla Nassor, Abdon Ephrem, Walter Mbaula
Educational Dimension (2025)
Open Access
The Application of Cognitive Load Theory to the Design of Health and Behavior Change Programs: Principles and Recommendations
Kimberley A. Baxter, Nidhi Sachdeva, Sabine Baker
Health Education & Behavior (2025)
Closed Access
Does distributing non-interactive teaching contribute to learning? Students' academic self-concept and work ethic matter
Heike Russ, Leonie Sibley, Salome Flegr, et al.
Learning and Individual Differences (2025) Vol. 120, pp. 102687-102687
Open Access
A working memory reversal effect on design principles? Evidence on pauses in video among children
Mathieu Pinelli, Salomé Cojean
Education and Information Technologies (2025)
Closed Access
Effects of emotional tones in computer-based learning: Insights from system-paced and learner-paced experiments
Zhe Wang, Yuqi Zhang, Björn B. de Koning, et al.
Contemporary Educational Psychology (2025), pp. 102368-102368
Closed Access
Development of Interactive Learning Media on the Material of Relations and Functions in Middle School Students
Zulkarnain Putra Talapiu, Nurhayati Abbas, Nancy Katili
Deleted Journal (2025) Vol. 4, Iss. 2, pp. 234-244
Closed Access
Innovative Question Types and Formats
Goran Trajkovski, Heather Hayes
Digital education and learning (2025), pp. 115-158
Closed Access
Page 1 - Next Page

Scroll to top