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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:

Does increasing social presence enhance the effectiveness of writing explanations?
Leonie Jacob, Andreas Lachner, Katharina Scheiter
PLoS ONE (2021) Vol. 16, Iss. 4, pp. e0250406-e0250406
Open Access | Times Cited: 23

Showing 23 citing articles:

Enhancing Academic Performance Through Self-Explanation in Digital Learning Environments (DLEs): A Three-Level Meta-Analysis
Liping Tan, Shaoying Gong, Yu‐Jie Wang, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Closed Access | Times Cited: 1
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?
Andreas Lachner, Vincent Hoogerheide, Tamara van Gog, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 2, pp. 575-607
Open Access | Times Cited: 48
Do students learn what they teach when generating teaching materials for others? A meta-analysis through the lens of learning by teaching
Jesús Ribosa, David Durán
Educational Research Review (2022) Vol. 37, pp. 100475-100475
Open Access | Times Cited: 36
Interactive Learning Effects of Preparing to Teach and Teaching: a Meta-Analytic Approach
Keiichi Kobayashi
Educational Psychology Review (2024) Vol. 36, Iss. 1
Closed Access | Times Cited: 5
Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge integration
Iris Backfisch, Leonie Sibley, Andreas Lachner, et al.
Teaching and Teacher Education (2024) Vol. 142, pp. 104532-104532
Open Access | Times Cited: 4
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
The alone team: How an alone mindset affects group processes
Liad Uziel, Martina Seemann
British Journal of Psychology (2025)
Open Access
Investigating the impact of explanation type and peer relationship closeness on multimedia learning
Qiuchen Yu, Caixia Liu, Zhongling Pi, et al.
Educational Technology Research and Development (2025)
Closed Access
Effects of explaining a science lesson to others or to oneself: A cognitive neuroscience approach
Wanling Zhu, Fuxing Wang, Richard E. Mayer, et al.
Learning and Instruction (2024) Vol. 91, pp. 101897-101897
Closed Access | Times Cited: 3
Learning by teaching in immersive virtual reality – Absorption tendency increases learning outcomes
Sandra Chiquet, Corinna S. Martarelli, David Weibel, et al.
Learning and Instruction (2022) Vol. 84, pp. 101716-101716
Open Access | Times Cited: 14
It's better when I see it: Students benefit more from open‐book than closed‐book teaching
Leonie Sibley, Logan Fiorella, Andreas Lachner
Applied Cognitive Psychology (2022) Vol. 36, Iss. 6, pp. 1347-1355
Open Access | Times Cited: 12
Benefits of asking students to make an instructional video of a multimedia lesson: Clarifying the learning‐by‐teaching hypothesis
Meixia Cheng, Fuxing Wang, Richard E. Mayer
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 5, pp. 1636-1651
Closed Access | Times Cited: 5
Students' feelings of social presence when creating learning-by-teaching educational videos for a potential audience
Jesús Ribosa, David Durán
International Journal of Educational Research (2022) Vol. 117, pp. 102128-102128
Open Access | Times Cited: 9
Does Technology-Based Non-Interactive Teaching Enhance Students’ Learning in the Classroom?
Leonie Sibley, Heike Russ, Gufran Ahmad, et al.
Computers and Education Open (2024) Vol. 7, pp. 100233-100233
Open Access | Times Cited: 1
The Retrieval Practice Hypothesis in Research on Learning by Teaching: Current Status and Challenges
Keiichi Kobayashi
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 6
Comparing instructional strategies to support student teachers’ learning to prepare an open-minded citizenship education lesson
Suzan van Brussel, Miranda Timmermans, Peter P. J. L. Verkoeijen, et al.
Instructional Science (2023) Vol. 51, Iss. 3, pp. 451-473
Open Access | Times Cited: 3
How does drawing influence the effectiveness of oral self‐explanation versus instructional explanation in video learning?
Yi Zhang, Caixia Liu, Yana Xing, et al.
British Journal of Educational Technology (2023) Vol. 55, Iss. 3, pp. 1189-1208
Closed Access | Times Cited: 2
Can learning by non-interactive teaching promote learning?
、 确定边界条件, 、 优化自我生成教学等方面进一步探讨。 关键词 自我生成教学, Cheng Meixia, et al.
Advances in Psychological Science (2023) Vol. 31, Iss. 5, pp. 769-769
Open Access | Times Cited: 1
The impact of teacher video presence on student performance and satisfaction in undergraduate accounting courses
Antonello Callimaci, Anne Fortin
Accounting Education (2023) Vol. 33, Iss. 6, pp. 816-842
Closed Access | Times Cited: 1
Learning by Teaching in the Wild: Domain, Grades, and School Track Matter
Leonie Sibley, Heike Russ, Andreas Lachner
(2023)
Open Access | Times Cited: 1
Durable Benefits of Learning-by-Teaching for Research Question Generation Performance: A Field Experiment
Stephen Wee Hun Lim, Sarah Shi Hui Wong, Piyawan Visessuvanapoom
The Journal of Experimental Education (2024), pp. 1-21
Closed Access
How does virtual peer presence relate to learning from video lectures and subsequent explanation generation? The moderated mediating roles of motivation and explanation characteristics
Fangfang Zhu, Yun Pan, Zhongling Pi, et al.
Active Learning in Higher Education (2024)
Closed Access
Cuando la curiosidad científica se transforma en un videotutorial para aprender enseñando: conocimiento del contenido, elaboración de las explicaciones y complejidad de las preguntas
Jesús Ribosa, David Durán
Revista Iberoamericana de Educación (2021) Vol. 87, Iss. 2, pp. 85-102
Open Access | Times Cited: 3
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