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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:

Effectiveness of AI-assisted game-based learning on science learning outcomes, intrinsic motivation, cognitive load, and learning behavior
Ching‐Huei Chen, Ching-Ling Chang
Education and Information Technologies (2024) Vol. 29, Iss. 14, pp. 18621-18642
Closed Access | Times Cited: 16

Showing 16 citing articles:

Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance
Yizhou Fan, Luzhen Tang, Huixiao Le, et al.
British Journal of Educational Technology (2024)
Closed Access | Times Cited: 5
The Synergistic Effects in an AI-Supported Online Scientific Argumentation Learning Environment
Yu‐Ren Lin, Cheng‐Yu Hung
Computers & Education (2025) Vol. 229, pp. 105251-105251
Closed Access
Integrating IBM Watson BEAT generative AI software into flute music learning: the impact of advanced AI tools on students’ learning strategies
Bin Liu, Liao Yuan-yuan
Education and Information Technologies (2025)
Closed Access
Understanding Student Engagement in AI-Powered Online Learning Platforms: A Narrative Review of Key Theories and Models
Manuel B. Garcia, Chai Lee Goi, Kate Shively, et al.
SSRN Electronic Journal (2025)
Closed Access
Enhancing Foreign Language Learning Through Social Media Applications: A Fuzzy Analytic Hierarchy Process Approach
Yang Geng, Reem Alshahrani, Hana Mujlid
European Journal of Education (2025) Vol. 60, Iss. 1
Closed Access
Exploring the impact of generative artificial intelligence on students’ learning outcomes: a meta-analysis
Yinkun Zhu, Qiwen Liu, Li Zhao
Education and Information Technologies (2025)
Closed Access
Artificial Intelligence and Data Literacy in Rural Schools’ Teaching Practices: Knowledge, Use, and Challenges
Marta López Costa
Education Sciences (2025) Vol. 15, Iss. 3, pp. 352-352
Open Access
Enhancing reflective thinking in STEM education through experiential learning: The role of generative AI as a learning aid
Chia‐Ju Lin, Hsin‐Yu Lee, Wei‐Sheng Wang, et al.
Education and Information Technologies (2024)
Closed Access | Times Cited: 3
Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies
Ruiqi Deng, Mingyu Jiang, Xiao Yu, et al.
Computers & Education (2024), pp. 105224-105224
Open Access | Times Cited: 2
Understanding Student Engagement in AI-Powered Online Learning Platforms
Manuel B. Garcia, Chai Lee Goi, Kate Shively, et al.
Advances in educational technologies and instructional design book series (2024), pp. 1-30
Closed Access | Times Cited: 2
A Mobile Contextualized Educational Game Framework With ChatGPT Interactive Scaffolding for Employee Ethics Training
Yu‐Chi Chen, Huei‐Tse Hou
Journal of Educational Computing Research (2024) Vol. 62, Iss. 7, pp. 1737-1762
Closed Access | Times Cited: 1
Effects of AI-assisted dance skills teaching, evaluation and visual feedback on dance students' learning performance, motivation and self-efficacy
Liujie Xu, Jing Wu, Jingdong Zhu, et al.
International Journal of Human-Computer Studies (2024), pp. 103410-103410
Closed Access | Times Cited: 1
The Impact of a Digital Game-Based AI Chatbot on Students’ Academic Performance, Higher-Order Thinking, and Behavioral Patterns in an Information Technology Curriculum
Yeqing Xu, Jingdong Zhu, Minkai Wang, et al.
Applied Sciences (2024) Vol. 14, Iss. 15, pp. 6418-6418
Open Access
Digital game-based learning in architecture education: Consolidating visual design principles in freshmen
Aslı Çekmiş, Mert Karakaya
Journal of Design for Resilience in Architecture and Planning (2024)
Open Access
Effects of learner-, peer-, and collaborative-regulated feedback on cognitive load in digital game-based language learning
Feng Feng, Wenxia Yang
Education and Information Technologies (2024)
Closed Access
Ready to Master Data Structures? Discover How Eduplay and Problem-Based Learning Elevate Computational Thinking and Real-World Problem Solving
Sutejo Sutejo, Refdinal Refdinal, Wakhinuddin Wakhinuddin, et al.
Data & Metadata (2024) Vol. 3, pp. 540-540
Closed Access
A utilização da Inteligência Artificial para adaptar o nível de dificuldade e manter os alunos engajados na aprendizagem com jogos
Sandra Behenck Schwanck, Luciane Woichinevski Cipriano, Eliane Pozzebon, et al.
(2024), pp. 616-627
Closed Access
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