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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:

Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement
Ying Xu, Joseph Aubele, Valery Vigil, et al.
Child Development (2021) Vol. 93, Iss. 2
Open Access | Times Cited: 54

Showing 26-50 of 54 citing articles:

Socially Interactive Agents as Peers
Justine Cassell
ACM eBooks (2022), pp. 331-366
Open Access | Times Cited: 11
Exploring factors influencing students’ intention to use intelligent personal assistants for learning
Seongyune Choi, Yeonju Jang, Hyeoncheol Kim
Interactive Learning Environments (2023) Vol. 32, Iss. 8, pp. 4049-4062
Closed Access | Times Cited: 6
Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners: Does reading with parents or siblings enhance their language development?
Yang Dong, Bonnie Wing‐Yin Chow, Jianhong Mo, et al.
Developmental Psychology (2022) Vol. 59, Iss. 5, pp. 862-873
Open Access | Times Cited: 10
Talking with machines: Can conversational technologies serve as children's social partners?
Ying Xu
Child Development Perspectives (2022) Vol. 17, Iss. 1, pp. 53-58
Open Access | Times Cited: 10
Bridging the cultures of research and practice: The global evolution of Sesame Street ’s playful problem-solving curriculum
Kim Foulds, Leo Burd, Andres S. Bustamante, et al.
Journal of Children and Media (2024) Vol. 18, Iss. 3, pp. 367-377
Closed Access | Times Cited: 1
Futuristic applications of voice user interference on child language development
Jomin George, Aju Abraham, Elizabeth Ndakukamo
Future Technology (2023) Vol. 2, Iss. 3, pp. 5-11
Open Access | Times Cited: 2
AMBY: A development environment for youth to create conversational agents
Xiaoyi Tian, Amit Kumar, Carly E. Solomon, et al.
International Journal of Child-Computer Interaction (2023) Vol. 38, pp. 100618-100618
Open Access | Times Cited: 2
Teaching Preschoolers Theory of Mind Skills With Mobile Games
Mariya Nikolayev, Anya S. Evmenova, Stephanie M. Reich, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 3
A Home Study of Parent-Child Co-Reading with a Bilingual Conversational Agent
Kunlei He, Julian Levine, Kelsyann Cervera, et al.
(2024), pp. 1-8
Open Access
Studying the level of dialogical speech development in pupils with intellectual disorders as an indicator of their mental health
Oksana Volodymyrivna Haiash, Svitlana Mykhalska, Svitlana Myronova, et al.
CHILD`S HEALTH (2024) Vol. 19, Iss. 2, pp. 51-57
Open Access
Teaching Reading
Li Yin, Xi Cheng
Elsevier eBooks (2024)
Closed Access
Evaluation of Interactive Demonstration in Voice-assisted Counting for Young Children
Sulakna Karunaratna, Daniel Vargas-Díaz, Jisun Kim, et al.
(2024), pp. 422-428
Open Access
Evaluating the Usability of a Conversational Agent to Enhance Parent-Child Shared Reading Interactions
Kathryn A. Leech, Grace C. Lin, Sarah Pedonti, et al.
International Journal of Child-Computer Interaction (2024), pp. 100720-100720
Closed Access
”No son humanos, pero lo parecen”: un estudio cuasiexperimental sobre la experiencia y perceptión con modelos de robots virtuales entre personas de la tercera edad y menores en Italia, Rumania y España
Vinny Flaviana Hyunanda, Práxedes Muñoz Sánchez, Isabel Sarabia Andúgar
Deleted Journal (2024) Vol. 26, Iss. 1, pp. 180-208
Open Access
ДИНАМІКА РОЗВИТКУ МОВЛЕННЄВОЇ ДІЯЛЬНОСТІ ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ З ЛОГОПАТОЛОГІЄЮ
Олена Бєлова
Science and Education (2024), Iss. 1, pp. 7-12
Open Access
When Human-AI Interactions Become Parasocial: Agency and Anthropomorphism in Affective Design
Takuya Maeda, Anabel Quan‐Haase
2022 ACM Conference on Fairness, Accountability, and Transparency (2024) Vol. 24, pp. 1068-1077
Open Access
Fostering Dialogic Reading Through Older Siblings in Immigrant Latino Families: A Pilot Study
Miguel Garcia-Salas, Carla Wood
Topics in Early Childhood Special Education (2024)
Closed Access
Growing Up with Artificial Intelligence: Implications for Child Development
Ying Xu, Yenda Prado, Rachel L. Severson, et al.
(2024), pp. 611-617
Closed Access
Digital Media Use and Language Development in Early Childhood
Rebecca A. Dore, Mengguo Jing, Gemma Taylor, et al.
(2024), pp. 39-45
Open Access
“Rosita Reads With My Family”: Developing A Bilingual Conversational Agent to Support Parent-Child Shared Reading
Ying Xu, Kunlei He, Valery Vigil, et al.
(2023)
Open Access
Literatur

Vandenhoeck & Ruprecht eBooks (2023), pp. 163-180
Closed Access
Generating Dialog Responses with Specified Grammatical Items for Second Language Learning
Yuki Okano, Kotaro Funakoshi, Ryo Nagata, et al.
(2023), pp. 184-194
Open Access
Artificial Intelligence Enhances Children’s Science Learning from Television Shows
Ying Xu, Kunlei He, Julian Levine, et al.
(2023)
Open Access
UM ESTUDO AUTOETNOGRÁFICO SOBRE A IMPLANTAÇÃO DAS NOVAS DCNS DE ENGENHARIA SOB A ÓTICA DE UM PRESIDENTE DE NDE
Antonio Carlos Santos do Nascimento Passos-de-Oliveira, Irlane Pardinho de Oliveira, Heitor Borges Cruz
(2022), pp. 209-217
Open Access
TRAJETÓRIA DE UMA EDUCADORA SEM TERRA FORMADA NA CONCEPÇÃO DA PEDAGOGIA LIBERTADORA
Eliane Greice Davanço Nogueira, Rosa Maria da Silva
(2022), pp. 52-66
Open Access

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