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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:

Automatic feedback in online learning environments: A systematic literature review
Anderson Pinheiro Cavalcanti, Arthur Barbosa, Ruan Carvalho, et al.
Computers and Education Artificial Intelligence (2021) Vol. 2, pp. 100027-100027
Open Access | Times Cited: 263

Showing 1-25 of 263 citing articles:

Conceptualizing AI literacy: An exploratory review
Davy Tsz Kit Ng, Jac Ka Lok Leung, Samuel Kai Wah Chu, et al.
Computers and Education Artificial Intelligence (2021) Vol. 2, pp. 100041-100041
Open Access | Times Cited: 569
Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education
İsmail Çelik
Computers in Human Behavior (2022) Vol. 138, pp. 107468-107468
Open Access | Times Cited: 323
Practical and ethical challenges of large language models in education: A systematic scoping review
Lixiang Yan, Lele Sha, Linxuan Zhao, et al.
British Journal of Educational Technology (2023) Vol. 55, Iss. 1, pp. 90-112
Open Access | Times Cited: 210
Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID‐19
Ling Zhang, Richard Allen Carter, Xueqin Qian, et al.
British Journal of Educational Technology (2022) Vol. 53, Iss. 3, pp. 620-646
Open Access | Times Cited: 176
A systematic review of the role of learning analytics in enhancing feedback practices in higher education
Seyyed Kazem Banihashem, Omid Noroozi, Stan van Ginkel, et al.
Educational Research Review (2022) Vol. 37, pp. 100489-100489
Open Access | Times Cited: 109
Impact of AI assistance on student agency
Ali Darvishi, Hassan Khosravi, Shazia Sadiq, et al.
Computers & Education (2023) Vol. 210, pp. 104967-104967
Open Access | Times Cited: 104
Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions
Jennifer Meyer, Thorben Jansen, Ronja Schiller, et al.
Computers and Education Artificial Intelligence (2023) Vol. 6, pp. 100199-100199
Open Access | Times Cited: 56
Can large language models write reflectively
Yuheng Li, Lele Sha, Lixiang Yan, et al.
Computers and Education Artificial Intelligence (2023) Vol. 4, pp. 100140-100140
Open Access | Times Cited: 53
A student-centered approach using modern technologies in distance learning: a systematic review of the literature
Nurassyl Kerimbayev, Zhanat Umirzakova, Rustam Shadiev, et al.
Smart Learning Environments (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 46
Examining artificial intelligence literacy among pre-service teachers for future classrooms
Musa Adekunle Ayanwale, Owolabi Paul Adelana, Rethabile Rosemary Molefi, et al.
Computers and Education Open (2024) Vol. 6, pp. 100179-100179
Open Access | Times Cited: 33
Detecting LLM-Generated Text in Computing Education: Comparative Study for ChatGPT Cases
Michael Sheinman Orenstrakh, Oscar Karnalim, Carlos Aníbal Suárez, et al.
2022 IEEE 46th Annual Computers, Software, and Applications Conference (COMPSAC) (2024), pp. 121-126
Open Access | Times Cited: 32
Human-centred learning analytics and AI in education: A systematic literature review
Riordan Alfredo, Vanessa Echeverría, Yueqiao Jin, et al.
Computers and Education Artificial Intelligence (2024) Vol. 6, pp. 100215-100215
Open Access | Times Cited: 26
Exploring STEAM teachers’ trust in AI-based educational technologies: a structural equation modelling approach
Musa Adekunle Ayanwale, Owolabi Paul Adelana, Tolulope Timothy Odufuwa
Discover Education (2024) Vol. 3, Iss. 1
Open Access | Times Cited: 26
Healthcare management education and training: Preparing the next generation of leaders - a review
Olukemi Osunlaja, Amarachukwu Enahoro, Chukwudi Cosmos Maha, et al.
International Journal of Applied Research in Social Sciences (2024) Vol. 6, Iss. 6, pp. 1178-1192
Open Access | Times Cited: 17
Using an AI‐Driven Child Chatbot Avatar as a Training Tool for Information Gathering Skills of Dental and Medical Professionals: A Pilot Study
Hayley Ko, Ewa Hovden, Unni Mette Stamnes Köpp, et al.
Applied Cognitive Psychology (2025) Vol. 39, Iss. 1
Open Access | Times Cited: 5
Personalized feedback in digital learning environments: Classification framework and literature review
Uwe Maier, Christian Klotz
Computers and Education Artificial Intelligence (2022) Vol. 3, pp. 100080-100080
Open Access | Times Cited: 64
Development of a Socioeconomic Inclusive Assessment Framework for Online Learning in Higher Education
Chorng Yuan Fung, Sueh Ing Su, Esther John Perry, et al.
Advances in mobile and distance learning book series (2022), pp. 23-46
Closed Access | Times Cited: 59
Indicators for enhancing learners’ engagement in massive open online courses: A systematic review
Abiodun Ogunyemi, James Sunney Quaicoe, Merja Bauters
Computers and Education Open (2022) Vol. 3, pp. 100088-100088
Open Access | Times Cited: 40
ChatGPT's capabilities in providing feedback on undergraduate students’ argumentation: A case study
Li Wang, Xinya Chen, C. Wang, et al.
Thinking Skills and Creativity (2023) Vol. 51, pp. 101440-101440
Closed Access | Times Cited: 27
A comprehensive overview of artificial intelligence and machine learning in education pedagogy: 21 Years (2000–2021) of research indexed in the scopus database
Ekene Francis Okagbue, Ujunwa Perpetua Ezeachikulo, Tosin Yinka Akintunde, et al.
Social Sciences & Humanities Open (2023) Vol. 8, Iss. 1, pp. 100655-100655
Open Access | Times Cited: 24
Daily automated feedback enhances self-regulated learning: a longitudinal randomized field experiment
Henrik Bellhäuser, Charlotte Dignath, Maria Theobald
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 23
A review of the benefits and drawbacks of high-stakes final examinations in higher education
Sarah French, Ashton L. Dickerson, Raoul A. Mulder
Higher Education (2023) Vol. 88, Iss. 3, pp. 893-918
Open Access | Times Cited: 23
Towards a framework for designing and evaluating online assessments in business education
Elaine Huber, Lynne Harris, Sue Wright, et al.
Assessment & Evaluation in Higher Education (2023) Vol. 49, Iss. 1, pp. 102-116
Open Access | Times Cited: 22
From the Automated Assessment of Student Essay Content to Highly Informative Feedback: a Case Study
Sebastian Gombert, Aron Fink, Tornike Giorgashvili, et al.
International Journal of Artificial Intelligence in Education (2024)
Open Access | Times Cited: 15
Perceived support and AI literacy: the mediating role of psychological needs satisfaction
Yanyan Shen, Wencheng Cui
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 11
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