Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

The effect of generative artificial intelligence (AI)-based tool use on students' computational thinking skills, programming self-efficacy and motivation
Ramazan Yılmaz, Fatma Gizem Karaoğlan Yılmaz
Computers and Education Artificial Intelligence (2023) Vol. 4, pp. 100147-100147
Open Access | Times Cited: 252

Showing 1-25 of 252 citing articles:

Transforming Education: A Comprehensive Review of Generative Artificial Intelligence in Educational Settings through Bibliometric and Content Analysis
Zied Bahroun, Chiraz Anane, Vian Ahmed, et al.
Sustainability (2023) Vol. 15, Iss. 17, pp. 12983-12983
Open Access | Times Cited: 297
Augmented intelligence in programming learning: Examining student views on the use of ChatGPT for programming learning
Ramazan Yılmaz, Fatma Gizem Karaoğlan Yılmaz
Computers in Human Behavior Artificial Humans (2023) Vol. 1, Iss. 2, pp. 100005-100005
Open Access | Times Cited: 133
Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students
Muhammad Abbas, Farooq Ahmed Jam, Tariq Iqbal Khan
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 94
Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives
Abdullahi Yusuf, Nasrin Pervin, Marcos Román González
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 77
Exploring the role of intrinsic motivation in ChatGPT adoption to support active learning: An extension of the technology acceptance model
Chung Yee Lai, Kwok Yip Cheung, Chee Seng Chan
Computers and Education Artificial Intelligence (2023) Vol. 5, pp. 100178-100178
Open Access | Times Cited: 76
Investigating students’ cognitive processes in AI-assisted digital multimodal composing and traditional writing
Meilu Liu, Lawrence Jun Zhang, Christine Biebricher
Computers & Education (2023) Vol. 211, pp. 104977-104977
Open Access | Times Cited: 74
Applying a modified technology acceptance model to explain higher education students’ usage of ChatGPT: A serial multiple mediation model with knowledge sharing as a moderator
Cong Doanh Duong, Trong Nghia Vu, Thi Viet Nga Ngo
The International Journal of Management Education (2023) Vol. 21, Iss. 3, pp. 100883-100883
Closed Access | Times Cited: 73
ChatGPT improves creative problem-solving performance in university students: An experimental study
Marek Urban, Filip Dechtěrenko, Jiří Lukavský, et al.
Computers & Education (2024) Vol. 215, pp. 105031-105031
Open Access | Times Cited: 58
Generative Artificial Intelligence Acceptance Scale: A Validity and Reliability Study
Fatma Gizem Karaoğlan Yılmaz, Ramazan Yılmaz, Mehmet Ceylan
International Journal of Human-Computer Interaction (2023), pp. 1-13
Closed Access | Times Cited: 57
AI literacy and its implications for prompt engineering strategies
Nils Knoth, Antonia Tolzin, Andreas Janson, et al.
Computers and Education Artificial Intelligence (2024) Vol. 6, pp. 100225-100225
Open Access | Times Cited: 55
Students’ use of large language models in engineering education: A case study on technology acceptance, perceptions, efficacy, and detection chances
Margherita Bernabei, Silvia Colabianchi, Andrea Falegnami, et al.
Computers and Education Artificial Intelligence (2023) Vol. 5, pp. 100172-100172
Open Access | Times Cited: 49
The influence of ChatGPT on student engagement: A systematic review and future research agenda
Chung Kwan Lo, Khe Foon Hew, Morris Siu‐Yung Jong
Computers & Education (2024) Vol. 219, pp. 105100-105100
Open Access | Times Cited: 45
The use of ChatGPT in teaching and learning: a systematic review through SWOT analysis approach
Dương Thị Thủy, C Da, Nguyễn Văn Hạnh
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 43
Higher Education Students’ Task Motivation in the Generative Artificial Intelligence Context: The Case of ChatGPT
Mohammad Hmoud, Hadeel Swaity, Nardin Hamad, et al.
Information (2024) Vol. 15, Iss. 1, pp. 33-33
Open Access | Times Cited: 41
Understanding the diffusion of AI-generative (ChatGPT) in higher education: Does students' integrity matter?
Mohamed Bouteraa, Saeed Awadh Bin-Nashwan, Meshari Al-Daihani, et al.
Computers in Human Behavior Reports (2024) Vol. 14, pp. 100402-100402
Open Access | Times Cited: 36
Extended TAM based acceptance of AI-Powered ChatGPT for supporting metacognitive self-regulated learning in education: A mixed-methods study
Nisar Ahmed Dahri, Noraffandy Yahaya, Waleed Mugahed Al-Rahmi, et al.
Heliyon (2024) Vol. 10, Iss. 8, pp. e29317-e29317
Open Access | Times Cited: 35
Factors Influencing University Students’ Behavioral Intention to Use Generative Artificial Intelligence: Integrating the Theory of Planned Behavior and AI Literacy
Chengliang Wang, Haoming Wang, Yuanyuan Li, et al.
International Journal of Human-Computer Interaction (2024), pp. 1-23
Closed Access | Times Cited: 34
Would ChatGPT-facilitated programming mode impact college students’ programming behaviors, performances, and perceptions? An empirical study
Dan Sun, Azzeddine Boudouaia, Chengcong Zhu, et al.
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 32
What factors will affect the effectiveness of using ChatGPT to solve programming problems? A quasi-experimental study
Yuhui Jing, Haoming Wang, Xiaojiao Chen, et al.
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 23
Programming with ChatGPT: How far can we go?
Alessio Bucaioni, Hampus Ekedahl, Vilma Helander, et al.
Machine Learning with Applications (2024) Vol. 15, pp. 100526-100526
Open Access | Times Cited: 17
Integrating the adapted UTAUT model with moral obligation, trust and perceived risk to predict ChatGPT adoption for assessment support: A survey with students
Chung Yee Lai, Kwok Yip Cheung, Chee Seng Chan, et al.
Computers and Education Artificial Intelligence (2024) Vol. 6, pp. 100246-100246
Open Access | Times Cited: 16
Determinants of ChatGPT Use and its Impact on Learning Performance: An Integrated Model of BRT and TPB
Noor Al-Qaysi, Mostafa Al‐Emran, Mohammed A. Al‐Sharafi, et al.
International Journal of Human-Computer Interaction (2024), pp. 1-13
Closed Access | Times Cited: 14
Exploring the impact of generative AI-based technologies on learning performance through self-efficacy, fairness & ethics, creativity, and trust in higher education
Muhammad Farrukh Shahzad, Shuo Xu, Hira Zahid
Education and Information Technologies (2024)
Closed Access | Times Cited: 14
How ChatGPT impacts student engagement from a systematic review and meta-analysis study
Yuk Mui Elly Heung, Thomas K. F. Chiu
Computers and Education Artificial Intelligence (2025) Vol. 8, pp. 100361-100361
Open Access | Times Cited: 2
Higher education students’ perceptions of ChatGPT: A global study of early reactions
Dejan Ravšelj, Damijana Keržič, Nina Tomaževič, et al.
PLoS ONE (2025) Vol. 20, Iss. 2, pp. e0315011-e0315011
Open Access | Times Cited: 2
Page 1 - Next Page

Scroll to top