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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:

Effects of real-time analytics-based personalized scaffolds on students’ self-regulated learning
Lyn Lim, Maria Bannert, Joep van der Graaf, et al.
Computers in Human Behavior (2022) Vol. 139, pp. 107547-107547
Open Access | Times Cited: 88

Showing 26-50 of 88 citing articles:

Introduction to the SRL-S Rubric for Evaluation of Innovative Higher Educational Technology for Self-Regulated Learning
Slaviša Radović, Niels Seidel
Innovative Higher Education (2025)
Open Access
Chatting with a Learning Analytics Dashboard: The Role of Generative AI Literacy on Learner Interaction with Conventional and Scaffolding Chatbots
Yueqiao Jin, Kaixun Yang, Lixiang Yan, et al.
(2025), pp. 579-590
Open Access
Turning Real-Time Analytics into Adaptive Scaffolds for Self-Regulated Learning Using Generative Artificial Intelligence
Tongguang Li, Debarshi Nath, Yixin Cheng, et al.
(2025), pp. 667-679
Closed Access
Revolutionizing Education in Industry 4.0: Eye-Tracking and AI for Personalized Learning
Cella-Flavia Buciuman, Sabina Potra
Procedia Computer Science (2025) Vol. 253, pp. 1658-1667
Open Access
Gamification Bolsters Self-Regulated Learning, Learning Performance and Reduces Strategy Decline in Flipped Classrooms: A Longitudinal Quasi-Experiment
Gulipari Maimaiti, Khe Foon Hew
Computers & Education (2025), pp. 105278-105278
Closed Access
The effects of artificial intelligence-based interactive scaffolding on secondary students’ speaking performance, goal setting, self-evaluation, and motivation in informal digital learning of English
Feifei Wang, Xiaohua Zhou, Kangxin Li, et al.
Interactive Learning Environments (2025), pp. 1-20
Open Access
Empowering Self-Directed Learners by Exploring the Role of Generative AI-Language Models in Fostering Autonomy, Competence, and Relatedness
Jyoti Kukreja, Swapnil Morandé, Veena Tewari
Practice, progress, and proficiency in sustainability (2025), pp. 93-118
Closed Access
Examining Digital Curricular Enhancements to First-Year Seminars and Effects on College Success
Matthew L. Bernacki, Dan Gianoutsos, MeganClaire Cogliano
Innovative Higher Education (2025)
Closed Access
Comparison of Physical Fitness of Students between Sport Education Model and Conventional at Junior High School 3 Lembang
Shela Ginanjar, Samsudin Samsudin, Taufik Rihatno
International Journal of Disabilities Sports & Health Sciences (2025) Vol. 8, Iss. 2, pp. 170-181
Open Access
Self-regulated Learning in the Digitally Enhanced Science Classroom: Toward an Early Warning System
Marcus Kubsch, Sebastian Strauß, Adrian Grimm, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 2
Open Access
Bridging classroom and real-life learning mediated by a mobile app with a self-regulation scheme: Impacts on Chinese EFL primary students’ self-regulated vocabulary learning outcomes, enjoyment, and learning behaviours
Yin Yang, Yanjie Song, Jiahao Yan, et al.
System (2025) Vol. 131, pp. 103671-103671
Open Access
The Impact of Data-Driven Decision-Making, Real-Time Analytics, and Ethical Data Practices on HR Performance and Employee Satisfaction
Rami Hanandeh, Zeyad Alkhazali, Khaled M.K. Alhyasat, et al.
Data & Metadata (2025) Vol. 4, pp. 712-712
Closed Access
How do students learn with real‐time personalized scaffolds?
Lyn Lim, Maria Bannert, Joep van der Graaf, et al.
British Journal of Educational Technology (2023) Vol. 55, Iss. 4, pp. 1309-1327
Open Access | Times Cited: 12
Analytics of Planning Behaviours in Self-Regulated Learning: Links with Strategy Use and Prior Knowledge
Tongguang Li, Yizhou Fan, Namrata Srivastava, et al.
(2024), pp. 438-449
Open Access | Times Cited: 4
A Modern Approach to Transition Analysis and Process Mining with Markov Models in Education
Jouni Helske, Satu Helske, Mohammed Saqr, et al.
(2024), pp. 381-427
Open Access | Times Cited: 4
AI in L2 learning: a meta-analysis of contextual, instructional, and social-emotional moderators
Xiu-Yi Wu
System (2024), pp. 103498-103498
Closed Access | Times Cited: 4
Foundations for Human-AI teaming for self-regulated learning with explainable AI (XAI)
Judy Kay
Computers in Human Behavior (2023) Vol. 147, pp. 107848-107848
Closed Access | Times Cited: 9
Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning
Yin Yang, Yanjie Song
Computer Assisted Language Learning (2024), pp. 1-33
Closed Access | Times Cited: 3
The Impact of Artificial Intelligence Tools on Academic Writing Instruction in Higher Education: A Systematic Review
Hind Aljuaid
(2024)
Open Access | Times Cited: 3
Self‐Regulation Prompts Improve Creative Performance
Aleksandra Zielińska, Izabela Lebuda, Marta Czerwonka, et al.
The Journal of Creative Behavior (2024)
Closed Access | Times Cited: 3
Effects of adaptive scaffolding on performance, cognitive load and engagement in game-based learning: a randomized controlled trial
Tjitske Faber, Mary E. W. Dankbaar, Walter W. van den Broek, et al.
BMC Medical Education (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 3
From procrastination to engagement? An experimental exploration of the effects of an adaptive virtual assistant on self-regulation in online learning
Eduard Pogorskiy, Jens F. Beckmann
Computers and Education Artificial Intelligence (2022) Vol. 4, pp. 100111-100111
Open Access | Times Cited: 14
Invariant and suboptimal trajectories of self-regulated learning during secondary school: implications focused on quality in higher education
Fabiola Sáez-Delgado, Javier Mella-Norambuena, Yaranay López-Angulo, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 7
Measurement of Self-regulated Learning: Strategies for mapping trace data to learning processes and downstream analysis implications
Ikenna Osakwe, Guanliang Chen, Yizhou Fan, et al.
(2024), pp. 563-575
Open Access | Times Cited: 2
The Design of Guiding and Adaptive Prompts for Intelligent Tutoring Systems and Its Effect on Students’ Mathematics Learning
Huaiya Liu, Yuyue Zhang, Jiyou Jia
IEEE Transactions on Learning Technologies (2024) Vol. 17, pp. 1379-1389
Closed Access | Times Cited: 2

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