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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:

Academic boredom among students in higher education: A mixed-methods exploration of characteristics, contributors and consequences
John Sharp, Brian Hemmings, Russell Kay, et al.
Journal of Further and Higher Education (2016) Vol. 41, Iss. 5, pp. 657-677
Open Access | Times Cited: 81

Showing 1-25 of 81 citing articles:

ChatGPT as a CALL tool in language education: A study of hedonic motivation adoption models in English learning environments
Kunyang Qu, Xuande Wu
Education and Information Technologies (2024) Vol. 29, Iss. 15, pp. 19471-19503
Open Access | Times Cited: 27
Attention Drifting In and Out: The Boredom Feedback Model
Katy Y. Y. Tam, Wijnand A. P. van Tilburg, Christian S. Chan, et al.
Personality and Social Psychology Review (2021) Vol. 25, Iss. 3, pp. 251-272
Open Access | Times Cited: 68
Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature
John Sharp, Jane Sharp, Emma Young
Research Papers in Education (2018) Vol. 35, Iss. 2, pp. 144-184
Open Access | Times Cited: 80
Game‐Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life
Rocío Lorenzo-Álvarez, Teodoro Rudolphi‐Solero, Miguel J. Ruiz-Gómez, et al.
Anatomical Sciences Education (2019) Vol. 13, Iss. 5, pp. 602-617
Closed Access | Times Cited: 75
Kahoot! Using a game-based approach to blended learning to support effective learning environments and student engagement in traditional lecture theatres
C Holbrey
Technology Pedagogy and Education (2020) Vol. 29, Iss. 2, pp. 191-202
Open Access | Times Cited: 65
Boredom begets boredom: An experience sampling study on the impact of teacher boredom on student boredom and motivation
Katy Y. Y. Tam, Cyanea Y. S. Poon, Victoria Ka‐Ying Hui, et al.
British Journal of Educational Psychology (2019) Vol. 90, Iss. S1, pp. 124-137
Closed Access | Times Cited: 51
Habit and social influence as determinants of PowerPoint use in higher education: A study from a technology acceptance approach
David Chávez Herting, Ramón Cladellas, Antoni Castelló
Interactive Learning Environments (2020) Vol. 31, Iss. 1, pp. 497-513
Closed Access | Times Cited: 41
Blended learning environments that work: An evidence-based instructional design for the delivery of qualitative management modules
Fabian Alexander Müller, Torsten Wulf
The International Journal of Management Education (2021) Vol. 19, Iss. 3, pp. 100530-100530
Closed Access | Times Cited: 38
Struggling to Adapt: Exploring the Factors that Hamper the Integration of Innovative Digital Tools in Higher Education Courses
Maria Sofia Georgopoulou, Christos Troussas, Cleo Sgouropoulou, et al.
Lecture notes in networks and systems (2024), pp. 405-416
Closed Access | Times Cited: 5
Technology is not Enough: Educators as Catalysts for Sparking Student Interest and Engagement in Higher Education
Maria Sofia Georgopoulou, Christos Troussas, Cleo Sgouropoulou, et al.
Lecture notes in networks and systems (2024), pp. 357-368
Closed Access | Times Cited: 5
Class-related academic boredom among university students: a qualitative research on boredom coping strategies
Mariusz Finkielsztein
Journal of Further and Higher Education (2019) Vol. 44, Iss. 8, pp. 1098-1113
Closed Access | Times Cited: 36
Boredom in online foreign language classrooms: Antecedents and solutions from students’ perspective
Ringphami Shimray, Thinley Wangdi
Journal of Multilingual and Multicultural Development (2023), pp. 1-16
Closed Access | Times Cited: 11
The effects of academic emotions on learning outcomes: A three-level meta-analysis of research conducted between 2000 and 2024
Jianling Xie, Kit W. Cho, Tianlan Wei, et al.
Learning and Motivation (2025) Vol. 90, pp. 102109-102109
Closed Access
Interactional Boredom

(2025), pp. 233-266
Closed Access
Academic Self-Efficacy and Its Relationship to Academic Achievement and Boredom Between a Sample of University Students in the Light of E-Learning and Face-to-Face Education
Saleh Elayan Ahmad Daradkeh, Nusaiba Dyab Mohammad Al-rosan, Khadija Abdallah Abdalhafez Alaboud, et al.
Journal of Lifestyle and SDGs Review (2025) Vol. 5, Iss. 3, pp. e03939-e03939
Closed Access
Chinese students’ boredom and burnout and their prediction by autonomy supportive learning climate: a latent growth curve modeling
Aigui Wang, Hongwu Yang, Xinyu Yang
Innovation in Language Learning and Teaching (2025), pp. 1-15
Closed Access
A holistic bibliometric overview of the student engagement research field
Gloria Aparicio de Castro, Txomin Iturralde, Amaia Maseda
Journal of Further and Higher Education (2020) Vol. 45, Iss. 4, pp. 540-557
Closed Access | Times Cited: 32
Students' boredom in English language classes: Voices from Saudi Arabia
Abdul Aziz Mohamed Mohamed Ali El Deen
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 10
Further Reading

(2025), pp. 285-317
Closed Access
Effects of a Single Physical or Mindfulness Intervention on Mood, Attention, and Executive Functions: Results from two Randomized Controlled Studies in University Classes
Christian Müller, David Dubiel, Eleni Kremeti, et al.
Mindfulness (2021) Vol. 12, Iss. 5, pp. 1282-1293
Open Access | Times Cited: 21
Short breaks at school: effects of a physical activity and a mindfulness intervention on children's attention, reading comprehension, and self-esteem
Christian Müller, Barbara Otto, Viktoria Sawitzki, et al.
Trends in Neuroscience and Education (2021) Vol. 25, pp. 100160-100160
Open Access | Times Cited: 21
Academic boredom and the perceived course experiences of final year Education Studies students at university
John Sharp, Brian Hemmings, Russell Kay, et al.
Journal of Further and Higher Education (2017) Vol. 43, Iss. 5, pp. 601-627
Open Access | Times Cited: 28
Team-based learning versus Traditional lecture-based learning: An investigation of students’ perceptions and academic achievements
Shazia Nawabi, Rabia Bilal, Muhammad Qasim Javed
Pakistan Journal of Medical Sciences (2021) Vol. 37, Iss. 4
Open Access | Times Cited: 20
The effects of smartphone facilitated social media use, treadmill walking, and schoolwork on boredom in college students: Results of a within subjects, controlled experiment
Jacob E. Barkley, Andrew Lepp
Computers in Human Behavior (2020) Vol. 114, pp. 106555-106555
Closed Access | Times Cited: 20
Academic boredom, approaches to learning and the final-year degree outcomes of undergraduate students
John Sharp, Brian Hemmings, Russell Kay, et al.
Journal of Further and Higher Education (2017) Vol. 42, Iss. 8, pp. 1055-1077
Open Access | Times Cited: 19
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