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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:

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

Showing 1-25 of 88 citing articles:

Out of the laboratory and into the classroom: the future of artificial intelligence in education
Daniel Schiff
AI & Society (2020) Vol. 36, Iss. 1, pp. 331-348
Open Access | Times Cited: 185
La evolución del e-learning: del aula virtual a la red
Begoña Gros Salvat
RIED Revista Iberoamericana de Educación a Distancia (2018) Vol. 21, Iss. 2, pp. 69-69
Open Access | Times Cited: 107
Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis
Juan C. Castro-Alonso, Rachel Wong, Olusola Adesope, et al.
Educational Psychology Review (2021) Vol. 33, Iss. 3, pp. 989-1015
Open Access | Times Cited: 99
Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain?
Lijia Lin, Paul Ginns, Tianhui Wang, et al.
Computers & Education (2019) Vol. 143, pp. 103658-103658
Closed Access | Times Cited: 97
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
Effects of Artificial Intelligence-Powered Virtual Agents on Learning Outcomes in Computer-Based Simulations: A Meta-Analysis
Chih‐Pu Dai, Fengfeng Ke, Yanjun Pan, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Closed Access | Times Cited: 15
Can AI-generated pedagogical agents (AIPA) replace human teacher in picture book videos? The effects of appearance and voice of AIPA on children’s learning
Jie Bai, Xiulan Cheng, Hui Zhang, et al.
Education and Information Technologies (2025)
Closed Access | Times Cited: 1
Students as AI literate designers: a pedagogical framework for learning and teaching AI literacy in elementary education
Miao Yue, Morris Siu‐Yung Jong, Yun Dai, et al.
Journal of Research on Technology in Education (2025), pp. 1-22
Open Access | Times Cited: 1
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
Are preservice teachers really literate enough to integrate technology in their classroom practice? Determining the technology literacy level of preservice teachers
Serkan Dinçer
Education and Information Technologies (2018) Vol. 23, Iss. 6, pp. 2699-2718
Closed Access | Times Cited: 73
Ladders for Learning: Is Scaffolding the Key to Teaching Problem-Solving in Technology-Mediated Learning Contexts?
Andreas Janson, Matthias Söllner, Jan Marco Leimeister
Academy of Management Learning and Education (2019) Vol. 19, Iss. 4, pp. 439-468
Closed Access | Times Cited: 68
Investigating the affordances of a CAD enabled learning environment for promoting integrated STEM learning
Chandan Dasgupta, Alejandra J. Magana, Camilo Vieira
Computers & Education (2018) Vol. 129, pp. 122-142
Open Access | Times Cited: 67
“Alexa, Can I Program You?”: Student Perceptions of Conversational Artificial Intelligence Before and After Programming Alexa
Jessica Van Brummelen, Viktoriya Tabunshchyk, Tommy Heng
Interaction Design and Children (2021), pp. 305-313
Open Access | Times Cited: 46
A systematic review of pedagogical agent research: Similarities, differences and unexplored aspects
Laduona Dai, Merel M. Jung, Marie Postma, et al.
Computers & Education (2022) Vol. 190, pp. 104607-104607
Closed Access | Times Cited: 31
The effects of social and cognitive cues on learning comprehension, eye-gaze pattern, and cognitive load in video instruction
Jewoong Moon, Jeeheon Ryu
Journal of Computing in Higher Education (2020) Vol. 33, Iss. 1, pp. 39-63
Closed Access | Times Cited: 45
Social entities in educational videos: Combining the effects of addressing and professionalism
Maik Beege, Steve Nebel, Sascha Schneider, et al.
Computers in Human Behavior (2018) Vol. 93, pp. 40-52
Closed Access | Times Cited: 39
Examination of the effectiveness of the task and group awareness support system used for computer-supported collaborative learning
Ramazan Yılmaz, Fatma Gizem Karaoğlan Yılmaz
Educational Technology Research and Development (2020) Vol. 68, Iss. 3, pp. 1355-1380
Closed Access | Times Cited: 37
Learning with Digital Agents: An Analysis based on the Activity Theory
Mateusz Dolata, Dzmitry Katsiuba, Natalie Wellnhammer, et al.
Journal of Management Information Systems (2023) Vol. 40, Iss. 1, pp. 56-95
Closed Access | Times Cited: 12
Watch This! Observational Learning in VR Promotes Better Far Transfer than Active Learning for a Fine Psychomotor Task
Isabel Sophie Fitton, Elizabeth Dark, Manoela Milena Oliveira da Silva, et al.
(2024), pp. 1-19
Open Access | Times Cited: 4
The applications of the ARCS model in instructional design, theoretical framework, and measurement tool: a systematic review of empirical studies
Xiaoxuan Fang, Davy Tsz Kit Ng, Jac Ka Lok Leung, et al.
Interactive Learning Environments (2023), pp. 1-28
Open Access | Times Cited: 10
Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis
Jingjing Shao, Yunshan Chen, Xiaoyang Wei, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 9
Enhancing students' learning achievements, self‐efficacy, and motivation using mobile augmented reality
Fatimah H. Aldeeb, Omar M. Sallabi, Monther M. Elaish, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 4, pp. 1823-1837
Closed Access | Times Cited: 3
The Prospects of Transdisciplinary Approach to Promote Learners’ Cognitive Interest in Natural Science for Sustainable Development
Inese Jurgena, Dagnija Cēdere, Ingrīda Keviša
Journal of Teacher Education for Sustainability (2018) Vol. 20, Iss. 1, pp. 5-19
Open Access | Times Cited: 25
Competitive Agents and Adaptive Difficulty Within Educational Video Games
Steve Nebel, Maik Beege, Sascha Schneider, et al.
Frontiers in Education (2020) Vol. 5
Closed Access | Times Cited: 20
Analysing the role of a pedagogical agent in psychological and cognitive preparatory activities
Marta Arguedas, Τhanasis Daradoumis
Journal of Computer Assisted Learning (2021) Vol. 37, Iss. 4, pp. 1167-1180
Closed Access | Times Cited: 17
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