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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:

Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education
Dan Sun, Fan Ouyang, Yan Li, et al.
International Journal of STEM Education (2021) Vol. 8, Iss. 1
Open Access | Times Cited: 39

Showing 1-25 of 39 citing articles:

Fostering computational thinking through unplugged activities: A systematic literature review and meta-analysis
Peng Chen, Dong Yang, Ahmed Hosny Saleh Metwally, et al.
International Journal of STEM Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 46
Would ChatGPT-facilitated programming mode impact college students’ programming behaviors, performances, and perceptions? An empirical study
Dan Sun, Azzeddine Boudouaia, Chengcong Zhu, et al.
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 38
Multimodal learning analytics of collaborative patterns during pair programming in higher education
Weiqi Xu, Yajuan Wu, Fan Ouyang
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 33
Exploring the Learning Process and Effectiveness of STEM Education via Learning Behavior Analysis and the Interactive-Constructive- Active-Passive Framework
Hsin‐Yu Lee, Yu‐Ping Cheng, Weisheng Wang, et al.
Journal of Educational Computing Research (2023) Vol. 61, Iss. 5, pp. 951-976
Closed Access | Times Cited: 23
A metaphor-based robot programming approach to facilitating young children’s computational thinking and positive learning behaviors
Xinli Zhang, Yuchen Chen, Lailin Hu, et al.
Computers & Education (2024) Vol. 215, pp. 105039-105039
Closed Access | Times Cited: 7
Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming
Fan Ouyang, Xinyu Dai, Si Chen
International Journal of STEM Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 26
Precision education via timely intervention in K-12 computer programming course to enhance programming skill and affective-domain learning objectives
Hsin‐Yu Lee, Chia‐Ju Lin, Wei‐Sheng Wang, et al.
International Journal of STEM Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 15
Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks
Wei‐Sheng Wang, Yu‐Ping Cheng, Hsin‐Yu Lee, et al.
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 4, pp. 1368-1381
Closed Access | Times Cited: 13
Modeling the impact of intrinsic coding interest on STEM career interest: evidence from senior high school students in two large Chinese cities
Haozhe Jiang, Ritesh Chugh, Darren Turnbull, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 3, pp. 2639-2659
Open Access | Times Cited: 19
Promoting design thinking and creativity by making: A quasi-experiment in the information technology course
Shiyu Liu, Chengfeng Li
Thinking Skills and Creativity (2023) Vol. 49, pp. 101335-101335
Closed Access | Times Cited: 12
Impacts of maker education-design thinking integration on knowledge, creative tendencies, and perceptions of the engineering profession
Wei Xu, Jia-Chen Chen, Ye-feng Lou, et al.
International Journal of Technology and Design Education (2023) Vol. 34, Iss. 1, pp. 75-107
Closed Access | Times Cited: 11
Using multimodal learning analytics to understand effects of block‐based and text‐based modalities on computer programming
Dan Sun, Fan Ouyang, Yan Li, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 3, pp. 1123-1136
Closed Access | Times Cited: 4
The Effects of Three Scaffoldings on Computer-Supported, Robot-Assisted Collaborative Programming in Higher Education
Weiqi Xu, Xinran Dong, Fan Ouyang
International Journal of Human-Computer Interaction (2024), pp. 1-16
Closed Access | Times Cited: 4
Virtual CAT: A multi-interface educational platform for algorithmic thinking assessment
Giorgia Adorni, Simone Piatti, Volodymyr Karpenko
SoftwareX (2024) Vol. 27, pp. 101737-101737
Open Access | Times Cited: 4
Autonomous learning behaviors in an online coding community: A comparison between project viewing/playing and code remixing in Scratch using Benford’s law
Ray Y. Shen
Journal of Digital Educational Technology (2025) Vol. 5, Iss. 1, pp. ep2501-ep2501
Open Access
Educational Innovation Applied to Literacy Formative Processes by Use of Artificial Intelligence
Margarita Isabel Asensio Pastor, Juana Celia Domínguez Oller
IGI Global eBooks (2025), pp. 275-292
Closed Access
VisualPDE: Rapid Interactive Simulations of Partial Differential Equations
Benjamin J. Walker, Adam K. Townsend, Alexander K. Chudasama, et al.
Bulletin of Mathematical Biology (2023) Vol. 85, Iss. 11
Open Access | Times Cited: 10
Mapping the Evolution of Computational Thinking in Education: A Bibliometrics Analysis of Scopus Database from 1987 to 2023
Arif Rafiq, Mochamad Bruri Triyono, Istanto Wahyu Djatmiko, et al.
Informatics in Education (2023)
Open Access | Times Cited: 9
Interaction Patterns During Block-based Programming Activities Predict Computational Thinking: Analysis of the Differences in Gender, Cognitive Load, Spatial Ability, and Programming Proficiency
Abdullahi Yusuf, Norah Md Noor, Marcos Román González
AI Computer Science and Robotics Technology (2024) Vol. 3
Open Access | Times Cited: 3
How do mathematics interest and self-efficacy influence coding interest and self-efficacy? A structural equation modeling analysis
Haozhe Jiang, Darren Turnbull, Xiaoqin Wang, et al.
International Journal of Educational Research (2022) Vol. 115, pp. 102058-102058
Closed Access | Times Cited: 13
Revising the computer programming attitude scale in the context of attitude ambivalence
Abdullahi Yusuf, Norah Md Noor
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 6, pp. 1751-1768
Closed Access | Times Cited: 7
Development of algorithmic thinking skills in K-12 education: A comparative study of unplugged and digital assessment instruments
Giorgia Adorni, Igor Artico, Alberto Piatti, et al.
Computers in Human Behavior Reports (2024) Vol. 15, pp. 100466-100466
Open Access | Times Cited: 2
Understanding College Students’ Behavioral Patterns in a Blended Learning Class
Hengtao Tang, Yeye Tang, Miao Dai, et al.
TechTrends (2024) Vol. 68, Iss. 2, pp. 317-324
Closed Access | Times Cited: 2
Demographic and Educational Correlation of High School Students’ Computational Thinking Skills: Evidence from Four Chinese Schools
Yumeng Zhu, Dan Sun, Azzeddine Boudouaia, et al.
The Asia-Pacific Education Researcher (2024)
Closed Access | Times Cited: 1
Investigating students’ programming behaviors, interaction qualities and perceptions through prompt-based learning in ChatGPT
Dan Sun, Azzeddine Boudouaia, Junfeng Yang, et al.
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 1
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