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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 handheld classroom dashboard: Teachers’ perspectives on the use of real-time collaborative learning analytics
Roberto Martínez‐Maldonado
International Journal of Computer-Supported Collaborative Learning (2019) Vol. 14, Iss. 3, pp. 383-411
Closed Access | Times Cited: 50

Showing 1-25 of 50 citing articles:

Participatory and Co-Design of Learning Analytics: An Initial Review of the Literature
Juan Pablo Sarmiento, Alyssa Friend Wise
(2022), pp. 535-541
Closed Access | Times Cited: 44
Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building
Yuqin Yang, Gaoxia Zhu, Daner Sun, et al.
International Journal of Computer-Supported Collaborative Learning (2022) Vol. 17, Iss. 2, pp. 249-292
Open Access | Times Cited: 41
Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics
Andy Nguyen, Sanna Järvelä, Carolyn Penstein Rosé, et al.
British Journal of Educational Technology (2022) Vol. 54, Iss. 1, pp. 293-312
Open Access | Times Cited: 40
A checklist to guide the planning, designing, implementation, and evaluation of learning analytics dashboards
Rogers Kaliisa, Ioana Jivet, Paul Prinsloo
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 25
AI-driven learning analytics applications and tools in computer-supported collaborative learning: A systematic review
Fan Ouyang, Liyin Zhang
Educational Research Review (2024) Vol. 44, pp. 100616-100616
Closed Access | Times Cited: 12
Evidence‐based multimodal learning analytics for feedback and reflection in collaborative learning
Lixiang Yan, Vanessa Echeverría, Yueqiao Jin, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 5, pp. 1900-1925
Closed Access | Times Cited: 10
What Do You Mean by Collaboration Analytics? A Conceptual Model
Roberto Martínez‐Maldonado, Dragan Gašević, Vanessa Echeverría, et al.
Journal of Learning Analytics (2021) Vol. 8, Iss. 1, pp. 126-153
Open Access | Times Cited: 48
Detecting shared physiological arousal events in collaborative problem solving
Muhterem Dindar, Sanna Järvelä, Andy Nguyen, et al.
Contemporary Educational Psychology (2022) Vol. 69, pp. 102050-102050
Open Access | Times Cited: 33
Building socially responsible conversational agents using big data to support online learning: A case with Algebra Nation
Chenglu Li, Wanli Xing, Walter L. Leite
British Journal of Educational Technology (2022) Vol. 53, Iss. 4, pp. 776-803
Closed Access | Times Cited: 30
ReadingQuizMaker: A Human-NLP Collaborative System that Supports Instructors to Design High-Quality Reading Quiz Questions
Xinyi Lu, Simin Fan, Jessica Houghton, et al.
(2023), pp. 1-18
Closed Access | Times Cited: 17
A decade of learning analytics: Structural topic modeling based bibliometric analysis
Xieling Chen, Di Zou, Haoran Xie
Education and Information Technologies (2022) Vol. 27, Iss. 8, pp. 10517-10561
Closed Access | Times Cited: 24
Towards a partnership of teachers and intelligent learning technology: A systematic literature review of model‐based learning analytics
Tobias Ley, Kairit Tammets, Gerti Pishtari, et al.
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 5, pp. 1397-1417
Open Access | Times Cited: 13
Enhancing students’ dialogic reflection through classroom discourse visualisation
Pengjin Wang, Fan Chen, Deliang Wang, et al.
International Journal of Computer-Supported Collaborative Learning (2025)
Open Access
Effects of AI-enhanced multi-display language teaching systems on learning motivation, cognitive load management, and learner autonomy
Xiaoqing Hong, Li Guo
Education and Information Technologies (2025)
Closed Access
Using fair AI to predict students’ math learning outcomes in an online platform
Chenglu Li, Wanli Xing, Walter L. Leite
Interactive Learning Environments (2022) Vol. 32, Iss. 3, pp. 1117-1136
Closed Access | Times Cited: 20
AppleTree system for effective computer-supported collaborative argumentation: an exploratory study
Wenli Chen, Jesmine S. H. Tan, Si Zhang, et al.
Educational Technology Research and Development (2023) Vol. 71, Iss. 5, pp. 2103-2136
Closed Access | Times Cited: 12
An Actionable Orchestration Dashboard to Enhance Collaboration in the Classroom
Ishari Amarasinghe, Davinia Hernández‐Leo, Konstantinos Michos, et al.
IEEE Transactions on Learning Technologies (2020) Vol. 13, Iss. 4, pp. 662-675
Open Access | Times Cited: 28
How to Build More Generalizable Models for Collaboration Quality? Lessons Learned from Exploring Multi-Context Audio-Log Datasets using Multimodal Learning Analytics
Pankaj Chejara, Luis P. Prieto, María Jesús Rodríguez‐Triana, et al.
(2023), pp. 111-121
Closed Access | Times Cited: 9
Effectiveness of the functions of classroom orchestration systems: A systematic review and meta-analysis
Shuo Feng, Lishan Zhang, Shuwen Wang, et al.
Computers & Education (2023) Vol. 203, pp. 104864-104864
Closed Access | Times Cited: 9
Improving learning and writing outcomes: Influence of cognitive and behavioral group awareness tools in wikis
Lisa Ollesch, Sven Heimbuch, Daniel Bodemer
International Journal of Computer-Supported Collaborative Learning (2021) Vol. 16, Iss. 2, pp. 225-259
Open Access | Times Cited: 21
EFAR-MMLA: An Evaluation Framework to Assess and Report Generalizability of Machine Learning Models in MMLA
Pankaj Chejara, Luis P. Prieto, Adolfo Ruiz‐Calleja, et al.
Sensors (2021) Vol. 21, Iss. 8, pp. 2863-2863
Open Access | Times Cited: 20
Deconstructing orchestration load: comparing teacher support through mirroring and guiding
Ishari Amarasinghe, Davinia Hernández‐Leo, H. Ulrich Hoppe
International Journal of Computer-Supported Collaborative Learning (2021) Vol. 16, Iss. 3, pp. 307-338
Open Access | Times Cited: 18
Ready or not? Investigating in-service teachers’ integration of learning analytics dashboard for assessing students’ collaborative problem solving in K–12 classrooms
Yiming Liu, Xiao Hu, Jeremy Ng, et al.
Education and Information Technologies (2024)
Open Access | Times Cited: 2
Does collaborative learning design align with enactment? An innovative method of evaluating the alignment in the CSCL context
Lanqin Zheng, Panpan Cui, Xuan Zhang
International Journal of Computer-Supported Collaborative Learning (2020) Vol. 15, Iss. 2, pp. 193-226
Closed Access | Times Cited: 18
Learning analytics support to teachers' design and orchestrating tasks
Ishari Amarasinghe, Konstantinos Michos, Francisco Crespi, et al.
Journal of Computer Assisted Learning (2022) Vol. 40, Iss. 6, pp. 2416-2431
Open Access | Times Cited: 12
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