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:
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: 61
Uwe Maier, Christian Klotz
Computers and Education Artificial Intelligence (2022) Vol. 3, pp. 100080-100080
Open Access | Times Cited: 61
Showing 1-25 of 61 citing articles:
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
Riordan Alfredo, Vanessa Echeverría, Yueqiao Jin, et al.
Computers and Education Artificial Intelligence (2024) Vol. 6, pp. 100215-100215
Open Access | Times Cited: 26
Using Call Annie as a Generative Artificial Intelligence Speaking Partner for Language Learners
Yuwei Wan, Benjamin Luke Moorhouse
RELC Journal (2024)
Closed Access | Times Cited: 20
Yuwei Wan, Benjamin Luke Moorhouse
RELC Journal (2024)
Closed Access | Times Cited: 20
The Impact of Adaptive Learning Technologies, Personalized Feedback, and Interactive AI Tools on Student Engagement: The Moderating Role of Digital Literacy
Husam Yaseen, Abdelaziz Saleh Mohammad, Najwa Ashal, et al.
Sustainability (2025) Vol. 17, Iss. 3, pp. 1133-1133
Open Access | Times Cited: 2
Husam Yaseen, Abdelaziz Saleh Mohammad, Najwa Ashal, et al.
Sustainability (2025) Vol. 17, Iss. 3, pp. 1133-1133
Open Access | Times Cited: 2
The impact of digital resource utilization on student learning outcomes and self-efficacy across different economic contexts: A comparative analysis of PISA, 2022
Dirgha Raj Joshi, Jeevan Khanal, Krishna Prasad Sharma Chapai, et al.
International Journal of Educational Research Open (2025) Vol. 8, pp. 100443-100443
Closed Access | Times Cited: 1
Dirgha Raj Joshi, Jeevan Khanal, Krishna Prasad Sharma Chapai, et al.
International Journal of Educational Research Open (2025) Vol. 8, pp. 100443-100443
Closed Access | Times Cited: 1
A Systematic Literature Review on Personalised Learning in the Higher Education Context
Rida Indah Fariani, Kasiyah Junus, Harry Budi Santoso
Technology Knowledge and Learning (2022) Vol. 28, Iss. 2, pp. 449-476
Closed Access | Times Cited: 50
Rida Indah Fariani, Kasiyah Junus, Harry Budi Santoso
Technology Knowledge and Learning (2022) Vol. 28, Iss. 2, pp. 449-476
Closed Access | Times Cited: 50
Learning analytics and the Universal Design for Learning (UDL): A clustering approach
Marvin Roski, Ratan Sebastian, Ralph Ewerth, et al.
Computers & Education (2024) Vol. 214, pp. 105028-105028
Open Access | Times Cited: 6
Marvin Roski, Ratan Sebastian, Ralph Ewerth, et al.
Computers & Education (2024) Vol. 214, pp. 105028-105028
Open Access | Times Cited: 6
Speaking of transparency: Are all Artificial Intelligence (AI) literature reviews in education transparent?
Ahmed Tlili, Ronghuai Huang, Muhammad Yasir Mustafa, et al.
Journal of Applied Learning & Teaching (2023) Vol. 6, Iss. 2
Open Access | Times Cited: 14
Ahmed Tlili, Ronghuai Huang, Muhammad Yasir Mustafa, et al.
Journal of Applied Learning & Teaching (2023) Vol. 6, Iss. 2
Open Access | Times Cited: 14
How to design and evaluate personalized scaffolds for self-regulated learning
Joep van der Graaf, Mladen Raković, Yizhou Fan, et al.
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 783-810
Open Access | Times Cited: 13
Joep van der Graaf, Mladen Raković, Yizhou Fan, et al.
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 783-810
Open Access | Times Cited: 13
Large Language Models Meet User Interfaces: The Case of Provisioning Feedback
Stanislav Pozdniakov, Jonathan Brazil, Solmaz Abdi, et al.
Computers and Education Artificial Intelligence (2024) Vol. 7, pp. 100289-100289
Open Access | Times Cited: 5
Stanislav Pozdniakov, Jonathan Brazil, Solmaz Abdi, et al.
Computers and Education Artificial Intelligence (2024) Vol. 7, pp. 100289-100289
Open Access | Times Cited: 5
The Role of Chatbot GPT Technology in Undergraduate Dental Education
Vinayak Thorat, Prajakta Rao, Nilesh Joshi, et al.
Cureus (2024)
Open Access | Times Cited: 4
Vinayak Thorat, Prajakta Rao, Nilesh Joshi, et al.
Cureus (2024)
Open Access | Times Cited: 4
Combining LLM-Generated and Test-Based Feedback in a MOOC for Programming
Hagit Gabbay, Anat Cohen
(2024), pp. 177-187
Closed Access | Times Cited: 4
Hagit Gabbay, Anat Cohen
(2024), pp. 177-187
Closed Access | Times Cited: 4
Boosting Learning Through AI in STEM for Socioeconomic Development in Emerging Economies
María E. Raygoza-L., Jesús Heriberto Orduño-Osuna, Gabriel Trujillo-Hernández, et al.
Advances in educational technologies and instructional design book series (2025), pp. 499-528
Closed Access
María E. Raygoza-L., Jesús Heriberto Orduño-Osuna, Gabriel Trujillo-Hernández, et al.
Advances in educational technologies and instructional design book series (2025), pp. 499-528
Closed Access
A systematic meta-analysis of the impacts of group awareness tools on learning achievements, learning behaviors, and learning perceptions from 2010–2023
Lanqin Zheng, Lei Gao, Zichen Huang, et al.
Interactive Learning Environments (2025), pp. 1-18
Closed Access
Lanqin Zheng, Lei Gao, Zichen Huang, et al.
Interactive Learning Environments (2025), pp. 1-18
Closed Access
Strategies for inclusive digital education: problem/project-based learning, cooperative learning, and service learning for students with special educational needs
Paola D’Elia, Aleksandra Stalmach, Sergio Di Sano, et al.
Frontiers in Education (2025) Vol. 9
Open Access
Paola D’Elia, Aleksandra Stalmach, Sergio Di Sano, et al.
Frontiers in Education (2025) Vol. 9
Open Access
The Impacts of Intelligent Feedback on Learning Achievements and Learning Perceptions in Inquiry-Based Science Learning: A Meta-Analysis of Studies from 2013 to 2023
Lanqin Zheng, Z. Shi, Zhaolin Fu, et al.
Journal of Science Education and Technology (2025)
Closed Access
Lanqin Zheng, Z. Shi, Zhaolin Fu, et al.
Journal of Science Education and Technology (2025)
Closed Access
Adaptive Learning and Instruction with Augmented Reality: A Scoping Review
Jule M. Krüger
Communications in computer and information science (2025), pp. 156-166
Closed Access
Jule M. Krüger
Communications in computer and information science (2025), pp. 156-166
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
Manuel B. Garcia, Chai Lee Goi, Kate Shively, et al.
SSRN Electronic Journal (2025)
Closed Access
Collaborative Game-based Learning Analytics: Predicting Learning Outcomes from Game-based Collaborative Problem Solving Behaviors
Halim Acosta, Daeun Hong, Seung Lee, et al.
(2025), pp. 429-438
Closed Access
Halim Acosta, Daeun Hong, Seung Lee, et al.
(2025), pp. 429-438
Closed Access
High School Students Experimenting with Computational Chemistry: Design-Based Research on and through the “Comp-Chem-Lab”
Benjamin Pölloth
Journal of Chemical Education (2025)
Open Access
Benjamin Pölloth
Journal of Chemical Education (2025)
Open Access
Personalized learning through AI: Pedagogical approaches and critical insights
Klarisa I. Vorobyeva, Svetlana V. Belous, N. V. Savchenko, et al.
Contemporary Educational Technology (2025) Vol. 17, Iss. 2, pp. ep574-ep574
Closed Access
Klarisa I. Vorobyeva, Svetlana V. Belous, N. V. Savchenko, et al.
Contemporary Educational Technology (2025) Vol. 17, Iss. 2, pp. ep574-ep574
Closed Access
Towards a holistic integration of AI in EFL education: A mixed method empirical study
Lihang Guan, John Chi‐Kin Lee, Yue Zhang, et al.
Computers and Education Artificial Intelligence (2025), pp. 100384-100384
Open Access
Lihang Guan, John Chi‐Kin Lee, Yue Zhang, et al.
Computers and Education Artificial Intelligence (2025), pp. 100384-100384
Open Access
Digital reflective practice among new graduate nurses – A scoping review
Elizabeth Bembridge, Gary Crowfoot, Rhonda Wilson, et al.
Nurse Education Today (2025), pp. 106688-106688
Open Access
Elizabeth Bembridge, Gary Crowfoot, Rhonda Wilson, et al.
Nurse Education Today (2025), pp. 106688-106688
Open Access
Impact of digital feedback, self-efficacy, and autonomy on motivation and general english performance in online courses
Xuefei Li, Wael Alharbi
Learning and Motivation (2025) Vol. 90, pp. 102121-102121
Closed Access
Xuefei Li, Wael Alharbi
Learning and Motivation (2025) Vol. 90, pp. 102121-102121
Closed Access
Nonengagement and unsuccessful engagement with feedback in lower secondary education: The role of student characteristics
Jennifer Meyer, Thorben Jansen, Johanna Fleckenstein
Contemporary Educational Psychology (2025), pp. 102363-102363
Open Access
Jennifer Meyer, Thorben Jansen, Johanna Fleckenstein
Contemporary Educational Psychology (2025), pp. 102363-102363
Open Access
Understanding individual differences in students’ responses to technology-based feedback on a writing task: the role of achievement motives and initial task performance
Jennifer Meyer, Thorben Jansen, Martin Daumiller, et al.
Journal of Research on Technology in Education (2025), pp. 1-31
Open Access
Jennifer Meyer, Thorben Jansen, Martin Daumiller, et al.
Journal of Research on Technology in Education (2025), pp. 1-31
Open Access
