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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:

A complex systems approach to analyzing pedagogical agents’ scaffolding of self-regulated learning within an intelligent tutoring system
Daryn A. Dever, Nathan A. Sonnenfeld, Megan Wiedbusch, et al.
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 659-691
Closed Access | Times Cited: 16

Showing 16 citing articles:

AI-based avatars are changing the way we learn and teach: benefits and challenges
Maximilian C. Fink, Seth A. Robinson, Bernhard Ertl
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 9
How educational chatbots support self-regulated learning? A systematic review of the literature
Rui Guan, Mladen Raković, Guanliang Chen, et al.
Education and Information Technologies (2024)
Open Access | Times Cited: 5
Exploring students’ prior knowledge of and metacognitive skills for game-based learning in relation to cognitive strategy and learning effectiveness
Ying‐Lien Lin, Wei‐Tsong Wang, Zona Lai
Education and Information Technologies (2025)
Closed Access
A longitudinal study of interplay between student engagement and self-regulation
Sami Heikkinen, Mohammed Saqr, Jonna Malmberg, et al.
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Open Access
The Sequence Matters in Learning - A Systematic Literature Review
Manuel Valle Torre, Catharine Oertel, Marcus Specht
(2024), pp. 263-272
Open Access | Times Cited: 3
AI-Based Avatars Are Changing the Way We Learn and Teach: Benefits and Challenges
Maximilian C. Fink, Seth A. Robinson, Bernhard Ertl
(2024)
Open Access | Times Cited: 2
From Learning Actions to Dynamics: Characterizing Students’ Individual Temporal Behavior with Sequence Analysis
Esteban Villalobos, Mar Pérez‐Sanagustín, Julien Broisin
Lecture notes in computer science (2024), pp. 3-17
Closed Access | Times Cited: 2
Exploring Manifestations of Learners’ Self-Regulated Tactics and Strategies Across Blended Learning Courses
Esteban Villalobos, Mar Pérez‐Sanagustín, Roger Azevedo, et al.
IEEE Transactions on Learning Technologies (2024) Vol. 17, pp. 1544-1557
Closed Access | Times Cited: 1
Secondary School Students’ Enacted Self-Regulated Learning Strategies in a Computer-Based Writing Task–Insights from Digital Trace Data and Interviews
Olli Aksela, Joni Lämsä, Sanna Järvelä
Technology Knowledge and Learning (2024)
Open Access | Times Cited: 1
Introduction to special issue on facilitating self-regulated learning with scaffolds: Recent advances and future directions
Joep van der Graaf, Michelle Taub, Yizhou Fan
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 623-629
Open Access | Times Cited: 2
Closing the loop by expanding the scope: using learning analytics within a pragmatic adaptive engagement with complex learning environments
L Johnson, Deborah Devis, Cameron Bacholer, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Contextualizing Plans: Aligning Students Goals and Plans During Game-Based Inquiry Science Learning
Megan Wiedbusch, Daryn A. Dever, Alex Goslen, et al.
Lecture notes in computer science (2024), pp. 113-128
Closed Access
Analytical Approaches for Examining Learners’ Emerging Self-regulated Learning Complex Behaviors with an Intelligent Tutoring System
Daryn A. Dever, Megan Wiedbusch, Roger Azevedo
Lecture notes in computer science (2024), pp. 116-129
Closed Access
Tracing Emerging Complexity of Scientific Reasoning Actions During Game-Based Learning
Daryn A. Dever, Megan Wiedbusch, Roger Azevedo
Lecture notes in computer science (2024), pp. 196-210
Closed Access
AI in Teaching and Learning and Intelligent Tutoring Systems
Myint Swe Khine
Artificial Intelligence in Education (2024), pp. 467-570
Closed Access
Human Digital Twins to Support Nurse Practitioners’ Clinical Decision-Making Using Multimodal Data: A Theoretical, Methodological, and Analytical Framework
Roger Azevedo, Mary Jean Amon, Mindi Anderson, et al.
Digital Twin (2024), pp. 149-172
Closed Access
Development of self-regulation scale for middle school students: Validity and reliability study
İsmail Sarıkaya, Mesut Öztürk, Mustafa ÖZGÖL
International Journal of Assessment Tools in Education (2023) Vol. 10, Iss. 4, pp. 723-740
Open Access
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