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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.

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Showing 1-25 of 181 citing articles:

Systematic review of research on artificial intelligence applications in higher education – where are the educators?
Olaf Zawacki‐Richter, Victoria I. Marín, Melissa Bond, et al.
International Journal of Educational Technology in Higher Education (2019) Vol. 16, Iss. 1
Open Access | Times Cited: 2246
Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review
Jacqueline Wong, Martine Baars, Dan Davis, et al.
International Journal of Human-Computer Interaction (2018) Vol. 35, Iss. 4-5, pp. 356-373
Open Access | Times Cited: 508
The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis
Lanqin Zheng
Asia Pacific Education Review (2016) Vol. 17, Iss. 2, pp. 187-202
Open Access | Times Cited: 215
Empowering educators to be AI-ready
R Luckin, Mutlu Cukurova, Carmel Kent, et al.
Computers and Education Artificial Intelligence (2022) Vol. 3, pp. 100076-100076
Open Access | Times Cited: 150
Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System
Roger Azevedo, François Bouchet, Melissa Duffy, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 101
Human and artificial intelligence collaboration for socially shared regulation in learning
Sanna Järvelä, Andy Nguyen, Allyson F. Hadwin
British Journal of Educational Technology (2023) Vol. 54, Iss. 5, pp. 1057-1076
Open Access | Times Cited: 92
Towards hybrid human‐AI learning technologies
Inge Molenaar
European Journal of Education (2022) Vol. 57, Iss. 4, pp. 632-645
Open Access | Times Cited: 87
What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course
Lisa-Angelique Lim, Sheridan Gentili, Abelardo Pardo, et al.
Learning and Instruction (2019) Vol. 72, pp. 101202-101202
Closed Access | Times Cited: 121
Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game‐based learning
Ting‐Ting Wu
Journal of Computer Assisted Learning (2018) Vol. 34, Iss. 3, pp. 315-323
Closed Access | Times Cited: 103
Applying a web-based training to foster self-regulated learning — Effects of an intervention for large numbers of participants
Henrik Bellhäuser, Thomas Lösch, Charlotte Winter, et al.
The Internet and Higher Education (2016) Vol. 31, pp. 87-100
Open Access | Times Cited: 96
Procrastinating Behavior in Computer-Based Learning Environments to Predict Performance: A Case Study in Moodle
Rebeca Cerezo, María Esteban, Miguel Sánchez‐Santillán, et al.
Frontiers in Psychology (2017) Vol. 8
Open Access | Times Cited: 94
The effects of multiple-pedagogical agents on learners’ academic success, motivation, and cognitive load
Serkan Dinçer, Ahmet Doğanay
Computers & Education (2017) Vol. 111, pp. 74-100
Closed Access | Times Cited: 88
An Early Warning System to Detect At-Risk Students in Online Higher Education
David Bañeres, M. Elena Rodríguez, Ana‐Elena Guerrero‐Roldán, et al.
Applied Sciences (2020) Vol. 10, Iss. 13, pp. 4427-4427
Open Access | Times Cited: 78
Using metacognitive prompts to enhance self‐regulated learning and learning outcomes: A meta‐analysis of experimental studies in computer‐based learning environments
Lin Guo
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 3, pp. 811-832
Closed Access | Times Cited: 57
How pedagogical agents communicate with students: A two-phase systematic review
Pieta Sikström, Chiara Valentini, Anu Sivunen, et al.
Computers & Education (2022) Vol. 188, pp. 104564-104564
Open Access | Times Cited: 50
EXAIT: Educational eXplainable Artificial Intelligent Tools for personalized learning
Hiroaki Ogata, Brendan Flanagan, Kyosuke Takami, et al.
Research and Practice in Technology Enhanced Learning (2023) Vol. 19, pp. 019-019
Open Access | Times Cited: 23
Effects of adaptive feedback through a digital tool – a mixed-methods study on the course of self-regulated learning
Mathias Mejeh, Livia Sarbach, Tina Hascher
Education and Information Technologies (2024) Vol. 29, Iss. 14, pp. 1-43
Open Access | Times Cited: 10
The importance of students’ motivational dispositions for designing learning analytics
Clara Schumacher, Dirk Ifenthaler
Journal of Computing in Higher Education (2018) Vol. 30, Iss. 3, pp. 599-619
Open Access | Times Cited: 79
Beyond knowledge: Examining digital literacy's role in the acquisition of understanding in science
Jeffrey A. Greene, Dana Z. Copeland, Victor M. Deekens, et al.
Computers & Education (2017) Vol. 117, pp. 141-159
Closed Access | Times Cited: 75
Impact of pedagogic agent-mediated metacognitive support towards increasing task and group awareness in CSCL
Fatma Gizem Karaoğlan Yılmaz, Ramazan Yılmaz
Computers & Education (2019) Vol. 134, pp. 1-14
Closed Access | Times Cited: 75
Self-Regulation in Computer-Assisted Learning Systems
Roger Azevedo, Nicholas V. Mudrick, Michelle Taub, et al.
Cambridge University Press eBooks (2019), pp. 587-618
Closed Access | Times Cited: 63
Effects of a mobile self-regulated learning approach on students’ learning achievements and self-regulated learning skills
Lanqin Zheng, Xin Li, Fengying Chen
Innovations in Education and Teaching International (2016), pp. 1-9
Closed Access | Times Cited: 62
Utilizing Multimodal Data Through fsQCA to Explain Engagement in Adaptive Learning
Zacharoula Papamitsiou, Ilias O. Pappas, Kshitij Sharma, et al.
IEEE Transactions on Learning Technologies (2020) Vol. 13, Iss. 4, pp. 689-703
Open Access | Times Cited: 57
Rethinking Learning Design in IT Education During a Pandemic
Ilias O. Pappas, Michail N. Giannakos
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 45
The Role of Pedagogical Agents in Personalised Adaptive Learning: A Review
Ufuoma Chima Apoki, Aqeel M. Ali. Hussein, Humam K. Majeed Al-Chalabi, et al.
Sustainability (2022) Vol. 14, Iss. 11, pp. 6442-6442
Open Access | Times Cited: 33
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