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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:

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

Showing 1-25 of 56 citing articles:

Promises and challenges of generative artificial intelligence for human learning
Lixiang Yan, Samuel Greiff, Ziwen Teuber, et al.
Nature Human Behaviour (2024) Vol. 8, Iss. 10, pp. 1839-1850
Closed Access | Times Cited: 31
The promise and challenges of generative AI in education
Michail N. Giannakos, Roger Azevedo, Peter Brusilovsky, et al.
Behaviour and Information Technology (2024), pp. 1-27
Open Access | Times Cited: 26
Do teachers spot AI? Evaluating the detectability of AI-generated texts among student essays
Johanna Fleckenstein, Jennifer Meyer, Thorben Jansen, et al.
Computers and Education Artificial Intelligence (2024) Vol. 6, pp. 100209-100209
Open Access | Times Cited: 22
A language model-powered simulated patient with automated feedback for history taking: Prospective study (Preprint)
Friederike Holderried, Christian Stegemann–Philipps, Anne Herrmann–Werner, et al.
JMIR Medical Education (2024) Vol. 10, pp. e59213-e59213
Open Access | Times Cited: 11
The emotional impact of generative AI: negative emotions and perception of threat
Alessandro Gabbiadini, Dimitri Ognibene, Cristina Baldissarri, et al.
Behaviour and Information Technology (2024), pp. 1-18
Closed Access | Times Cited: 9
Synergizing collaborative writing and AI feedback: An investigation into enhancing L2 writing proficiency in wiki-based environments
Watcharapol Wiboolyasarin, Kanokpan Wiboolyasarin, Kanpabhat Suwanwihok, et al.
Computers and Education Artificial Intelligence (2024) Vol. 6, pp. 100228-100228
Open Access | Times Cited: 8
Goal setting in higher education: how, why, and when are students prompted to set goals? A systematic review
Gabrielle Martins van Jaarsveld, Jacqueline Wong, Martine Baars, et al.
Frontiers in Education (2025) Vol. 9
Open Access | Times Cited: 1
Analyzing Pedagogical Quality and Efficiency of LLM Responses with TA Feedback to Live Student Questions
Mihran Miroyan, Chancharik Mitra, Rishi K. Jain, et al.
(2025), pp. 770-776
Closed Access | Times Cited: 1
The life cycle of large language models in education: A framework for understanding sources of bias
Jin-Sook Lee, Yann Hicke, Renzhe Yu, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 5, pp. 1982-2002
Closed Access | Times Cited: 7
Engineering Education in the Age of AI: Analysis of the Impact of Chatbots on Learning in Engineering
Flor Ángela Bravo Sánchez, Juan Cruz
Education Sciences (2024) Vol. 14, Iss. 5, pp. 484-484
Open Access | Times Cited: 6
Understanding the Effectiveness of Automated Feedback: Using Process Data to Uncover the Role of Behavioral Engagement
Ronja Schiller, Johanna Fleckenstein, Ute Mertens, et al.
Computers & Education (2024), pp. 105163-105163
Closed Access | Times Cited: 6
Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies
Ruiqi Deng, Mingyu Jiang, Xiao Yu, et al.
Computers & Education (2024), pp. 105224-105224
Open Access | Times Cited: 6
Custom-Trained Large Language Models as Open Educational Resources: An Exploratory Research of a Business Management Educational Chatbot in Croatia and Bosnia and Herzegovina
Nikša Alfirević, Daniela Garbin Praničević, Mirela Mabić
Sustainability (2024) Vol. 16, Iss. 12, pp. 4929-4929
Open Access | Times Cited: 5
Advancing SDG 4: Harnessing Generative AI to Transform Learning, Teaching, and Educational Equity in Higher Education
Vengalarao Pachava, Olusiji Adebola Lasekan, Claudia Myrna Méndez-Alarcón, et al.
Journal of Lifestyle and SDGs Review (2025) Vol. 5, Iss. 2, pp. e03774-e03774
Closed Access
Large Language Models as Evaluators in Education: Verification of Feedback Consistency and Accuracy
Hyein Seo, Taewook Hwang, Jeesu Jung, et al.
Applied Sciences (2025) Vol. 15, Iss. 2, pp. 671-671
Open Access
Value‐sensitive design of chatbots in environmental education: Supporting identity, connectedness, well‐being and sustainability
Ha Nguyen, Victoria Nguyen, Sara Ludovise, et al.
British Journal of Educational Technology (2025)
Open Access
The Critical Role of Trust in Adopting AI-Powered Educational Technology for Learning: An Instrument for Measuring Student Perceptions
Tanya Nazaretsky, Paola Mejia-Domenzain, Vinitra Swamy, et al.
Computers and Education Artificial Intelligence (2025), pp. 100368-100368
Open Access
Feedback on Feedback: Student’s Perceptions for Feedback from Teachers and Few-Shot LLMs
Sylvio Rüdian, Julia Podelo, Jakub Kužílek, et al.
(2025), pp. 82-92
Closed Access
Empowering Self-Directed Learners by Exploring the Role of Generative AI-Language Models in Fostering Autonomy, Competence, and Relatedness
Jyoti Kukreja, Swapnil Morandé, Veena Tewari
Practice, progress, and proficiency in sustainability (2025), pp. 93-118
Closed Access
Research Insights on the Ethical Aspects of AI-Based Smart Learning Environments: Review on the Confluence of Academic Enterprises and AI
Sini Raj Pulari, Shomona Gracia Jacob
Procedia Computer Science (2025) Vol. 256, pp. 284-291
Open Access
Are Critical Thinking and Problem-Solving Skills Enough to Help Prepare Students to Meet the Modern Workforce Demands With Artificial Intelligence?
J. Martínez
Advances in educational technologies and instructional design book series (2025), pp. 137-154
Closed Access
Exploring ChatGPT as a virtual tutor: A multi-dimensional analysis of large language models in academic support
Abdullah Al-Abri
Education and Information Technologies (2025)
Closed Access
Potential of Artificial Intelligence Tools for Text Evaluation and Feedback Provision
Svetlana Bogolepova
Professional Discourse & Communication (2025) Vol. 7, Iss. 1, pp. 70-88
Open 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
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
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