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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:

An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL
Lanqin Zheng, Miaolang Long, Jiayu Niu, et al.
International Journal of Computer-Supported Collaborative Learning (2023) Vol. 18, Iss. 1, pp. 101-133
Open Access | Times Cited: 32

Showing 1-25 of 32 citing articles:

A systematic literature review of knowledge graph construction and application in education
Bilal Abu-Salih, Salihah Alotaibi
Heliyon (2024) Vol. 10, Iss. 3, pp. e25383-e25383
Open Access | Times Cited: 22
Leveraging computer vision for adaptive learning in STEM education: effect of engagement and self-efficacy
Ting‐Ting Wu, Hsin‐Yu Lee, Wei‐Sheng Wang, et al.
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 24
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: 13
Empowering collaborative knowledge construction through the implementation of a collaborative argument map tool
Fan Ouyang, Liyin Zhang, Mian Wu, et al.
The Internet and Higher Education (2024) Vol. 62, pp. 100946-100946
Closed Access | Times Cited: 8
A Conceptual Approach to Research Poster Design: Process, Audience, and Organization
Rebecca E. Burnett, Courtney A. Hoffman
Technical Communication Quarterly (2025), pp. 1-21
Closed Access | Times Cited: 1
Teachers’ collaborative knowledge building in professional learning communities: connecting interaction patterns to learning gains
Marloes M. H. G. Hendrickx, Marieke Thurlings, Perry den Brok
European Journal of Psychology of Education (2025) Vol. 40, Iss. 1
Open Access | Times Cited: 1
Promoting knowledge elaboration, socially shared regulation, and group performance in collaborative learning: an automated assessment and feedback approach based on knowledge graphs
Lanqin Zheng, Miaolang Long, Bodong Chen, et al.
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 20
An exploratory study on fade-in versus fade-out scaffolding for novice programmers in online collaborative programming settings
Lanqin Zheng, Yuanyi Zhen, Jiayu Niu, et al.
Journal of Computing in Higher Education (2022) Vol. 34, Iss. 2, pp. 489-516
Open Access | Times Cited: 27
Multimodal data-supported learning engagement analysis
Yang Wang
Technology Pedagogy and Education (2025), pp. 1-14
Closed Access
Prediction of Academic Performance of Students in Online Live Classroom Interactions—An Analysis Using Natural Language Processing and Deep Learning Methods
Yuanyi Zhen, Jar‐Der Luo, Hui Chen
Journal of Social Computing (2023) Vol. 4, Iss. 1, pp. 12-29
Open Access | Times Cited: 12
Zooming in: The role of nonverbal behavior in sensing the quality of collaborative group engagement
Lisa Paneth, Loris T. Jeitziner, Oliver Rack, et al.
International Journal of Computer-Supported Collaborative Learning (2024) Vol. 19, Iss. 2, pp. 187-229
Open Access | Times Cited: 4
Using learning design and learning analytics to promote, detect and support Socially-Shared Regulation of Learning: A systematic literature review
Cristina Villa-Torrano, Wannapon Suraworachet, Eduardo Gómez‐Sánchez, et al.
Computers & Education (2025), pp. 105261-105261
Closed Access
Impact of AI-agent-supported collaborative learning on the learning outcomes of University programming courses
Haoming Wang, Chengliang Wang, Zhan Chen, et al.
Education and Information Technologies (2025)
Closed Access
Exploring the impact of GAI-assisted feedback on pre-service teachers’ situational engagement and performance in inquiry-based online discussion
Guoqing Lu, Shen Ba
Educational Psychology (2025), pp. 1-26
Closed Access
Measuring the quality of collaborative group engagement: Development and validation of the QCGE self-assessment scale (QCGE-SAS)
Loris Jeitziner, Lisa Paneth, Oliver Rack, et al.
International Journal of Computer-Supported Collaborative Learning (2025)
Open Access
Effects of gender diversity on college students’ collaborative learning: From individual gender to gender pairing
Qinna Feng, Heng Luo, Wenhao Li, et al.
Heliyon (2023) Vol. 9, Iss. 6, pp. e16237-e16237
Open Access | Times Cited: 10
Individuals in a group: exploring engagement patterns via within-group configurations of role profiles and their impact on performance in collaborative problem solving
Xin Li, Wanqing Hu, Yanyan Li, et al.
Interactive Learning Environments (2023) Vol. 32, Iss. 9, pp. 5836-5851
Closed Access | Times Cited: 10
An immediate analysis of the interaction topic approach to promoting group performance, knowledge convergence, cognitive engagement, and coregulation in online collaborative learning
Lanqin Zheng, Lu Zhong, Yunchao Fan
Education and Information Technologies (2023) Vol. 28, Iss. 8, pp. 9913-9934
Open Access | Times Cited: 7
Exploring the effects of roles and group compositions on social and cognitive interaction structures in online collaborative problem-solving
Yudian Tang, Xu Du, Jui-Long Hung, et al.
Education and Information Technologies (2024) Vol. 29, Iss. 14, pp. 18149-18180
Closed Access | Times Cited: 2
Adverse effects of intelligent support of CSCL—the ethics of conversational agents
B Thierfelder, Pantelis M. Papadopoulos, Armin Weinberger, et al.
Elsevier eBooks (2024), pp. 3-23
Closed Access | Times Cited: 1
Exploring fluctuations in collaborative engagement: how do cognitive and socio-emotional interaction intertwine in online collaborative learning?
Xin Li, Xin Li, Rui Wang, et al.
Educational Technology Research and Development (2024)
Closed Access | Times Cited: 1
Beyond words: investigating non-verbal indicators of collaborative engagement in a virtual synchronous CSCL environment
Loris T. Jeitziner, Lisa Paneth, Oliver Rack, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 1
Using multilayer network analysis to detect the collaborative knowledge construction characteristics among learner groups with low, medium, and high levels of cognitive engagement
Fan Ouyang, Mian Wu, Jianmin Gu
Computers & Education (2024) Vol. 223, pp. 105173-105173
Closed Access | Times Cited: 1
Web-Enhanced Vision Transformers and Deep Learning for Accurate Event-Centric Management Categorization in Education Institutions
Khalied M. Albarrak, Shaymaa E. Sorour
Systems (2024) Vol. 12, Iss. 11, pp. 475-475
Open Access | Times Cited: 1
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