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:

From Cognitive Load Theory to Collaborative Cognitive Load Theory
Paul A. Kirschner, John Sweller, Femke Kirschner, et al.
International Journal of Computer-Supported Collaborative Learning (2018) Vol. 13, Iss. 2, pp. 213-233
Open Access | Times Cited: 396

Showing 1-25 of 396 citing articles:

Cognitive load theory and educational technology
John Sweller
Educational Technology Research and Development (2019) Vol. 68, Iss. 1, pp. 1-16
Closed Access | Times Cited: 478
Effects of augmented reality on learning and cognitive load in university physics laboratory courses
Michael Thees, Sebastian Kapp, Martin P. Strzys, et al.
Computers in Human Behavior (2020) Vol. 108, pp. 106316-106316
Open Access | Times Cited: 276
The impact of augmented reality on cognitive load and performance: A systematic review
Josef Buchner, Katja Buntins, Michael Kerres
Journal of Computer Assisted Learning (2021) Vol. 38, Iss. 1, pp. 285-303
Closed Access | Times Cited: 183
A Framework for the Use of Immersive Virtual Reality in Learning Environments
Miriam Mulders, Josef Buchner, Michael Kerres
International Journal of Emerging Technologies in Learning (iJET) (2020) Vol. 15, Iss. 24, pp. 208-208
Open Access | Times Cited: 150
Learning performance and behavioral patterns of online collaborative learning: Impact of cognitive load and affordances of different multimedia
Cixiao Wang, Ting Fang, Yinxuan Gu
Computers & Education (2019) Vol. 143, pp. 103683-103683
Closed Access | Times Cited: 132
Capturing the dynamic and cyclical nature of regulation: Methodological Progress in understanding socially shared regulation in learning
Sanna Järvelä, Hanna Järvenoja, Jonna Malmberg
International Journal of Computer-Supported Collaborative Learning (2019) Vol. 14, Iss. 4, pp. 425-441
Open Access | Times Cited: 120
Applying collaborative cognitive load theory to computer-supported collaborative learning: towards a research agenda
Jeroen Janssen, Paul A. Kirschner
Educational Technology Research and Development (2020) Vol. 68, Iss. 2, pp. 783-805
Open Access | Times Cited: 120
Using mobile devices to enhance inquiry-based learning processes
S. Becker, Pascal Klein, Alexander Gößling, et al.
Learning and Instruction (2020) Vol. 69, pp. 101350-101350
Open Access | Times Cited: 102
A systematic review of AI role in the educational system based on a proposed conceptual framework
Weiqi Xu, Fan Ouyang
Education and Information Technologies (2021) Vol. 27, Iss. 3, pp. 4195-4223
Closed Access | Times Cited: 101
Good for learning, bad for motivation? A meta-analysis on the effects of computer-supported collaboration scripts
Anika Radkowitsch, Freydis Vogel, Frank Fischer
International Journal of Computer-Supported Collaborative Learning (2020) Vol. 15, Iss. 1, pp. 5-47
Open Access | Times Cited: 100
Bridging learning sciences, machine learning and affective computing for understanding cognition and affect in collaborative learning
Sanna Järvelä, Dragan Gašević, Tapio Seppänen, et al.
British Journal of Educational Technology (2020) Vol. 51, Iss. 6, pp. 2391-2406
Open Access | Times Cited: 97
Computer-supported collaborative concept mapping: The effects of different instructional designs on conceptual understanding and knowledge co-construction
Mohammadreza Farrokhnia, Héctor J. Pijeira‐Díaz, Omid Noroozi, et al.
Computers & Education (2019) Vol. 142, pp. 103640-103640
Open Access | Times Cited: 92
Effects of prior knowledge on collaborative and individual learning
Jimmy Zambrano R., Femke Kirschner, John Sweller, et al.
Learning and Instruction (2019) Vol. 63, pp. 101214-101214
Closed Access | Times Cited: 89
Student Perception of Stress in Online and Face-to-Face Learning: The Exploration of Stress Determinants
Bojan Lazarević, David Bentz
American Journal of Distance Education (2020) Vol. 35, Iss. 1, pp. 2-15
Closed Access | Times Cited: 85
Negative emotions, cognitive load, acceptance, and self-perceived learning outcome in emergency remote education during COVID-19
Katerina Tzafilkou, Maria Perifanou, Anastasios A. Economides
Education and Information Technologies (2021) Vol. 26, Iss. 6, pp. 7497-7521
Open Access | Times Cited: 71
Individuals in a group: Metacognitive and regulatory predictors of learning achievement in collaborative learning
Eetu Haataja, Muhterem Dindar, Jonna Malmberg, et al.
Learning and Individual Differences (2022) Vol. 96, pp. 102146-102146
Open Access | Times Cited: 47
Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics
Andy Nguyen, Sanna Järvelä, Carolyn Penstein Rosé, et al.
British Journal of Educational Technology (2022) Vol. 54, Iss. 1, pp. 293-312
Open Access | Times Cited: 41
A meta‐analysis of the effects of augmented reality technologies in interactive learning environments (2012–2022)
Lin Yu-peng, Zhonggen Yu
Computer Applications in Engineering Education (2023) Vol. 31, Iss. 4, pp. 1111-1131
Open Access | Times Cited: 35
Predicting regulatory activities for socially shared regulation to optimize collaborative learning
Sanna Järvelä, Andy Nguyen, Eija Vuorenmaa, et al.
Computers in Human Behavior (2023) Vol. 144, pp. 107737-107737
Open Access | Times Cited: 34
Collaborative generative learning activities in immersive virtual reality increase learning
Gustav Bøg Petersen, Valdemar Stenberdt, Richard E. Mayer, et al.
Computers & Education (2023) Vol. 207, pp. 104931-104931
Open Access | Times Cited: 30
Providing different types of group awareness information to guide collaborative learning
Lenka Schnaubert, Daniel Bodemer
International Journal of Computer-Supported Collaborative Learning (2019) Vol. 14, Iss. 1, pp. 7-51
Open Access | Times Cited: 74
Temporal and adaptive processes of regulated learning - What can multimodal data tell?
Sanna Järvelä, Maria Bannert
Learning and Instruction (2019) Vol. 72, pp. 101268-101268
Open Access | Times Cited: 62
Effects of group experience and information distribution on collaborative learning
Jimmy Zambrano R., Femke Kirschner, John Sweller, et al.
Instructional Science (2019) Vol. 47, Iss. 5, pp. 531-550
Open Access | Times Cited: 60
Collaborating with ‘familiar’ strangers in mobile-assisted environments: The effect of socializing activities on learning EFL writing
Dayu Jiang, Lawrence Jun Zhang
Computers & Education (2020) Vol. 150, pp. 103841-103841
Closed Access | Times Cited: 60
A visual learning analytics (VLA) approach to video-based teacher professional development: Impact on teachers’ beliefs, self-efficacy, and classroom talk practice
Gaowei Chen
Computers & Education (2019) Vol. 144, pp. 103670-103670
Closed Access | Times Cited: 55
Page 1 - Next Page

Scroll to top