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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 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

Showing 1-25 of 97 citing articles:

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: 59
Sara, the Lecturer: Improving Learning in Online Education with a Scaffolding-Based Conversational Agent
Rainer Winkler, Sebastian Hobert, Antti Salovaara, et al.
(2020), pp. 1-14
Open Access | Times Cited: 124
Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner
Ying Xu, Dakuo Wang, Penelope Collins, et al.
Computers & Education (2020) Vol. 161, pp. 104059-104059
Open Access | Times Cited: 117
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
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
Pedagogical Agents Communicating and Scaffolding Students’ Learning: High School Teachers’ and Students’ Perspectives
Pieta Sikström, Chiara Valentini, Anu Sivunen, et al.
Computers & Education (2024) Vol. 222, pp. 105140-105140
Open Access | Times Cited: 8
An Exploratory Study on the Impacts of Voice-Based Conversational Agents with Proactive Interactions in the Driving Context
Jisun Shin, Hyunjeong Ko, Sang Won Bae, et al.
International Journal of Human-Computer Interaction (2025), pp. 1-16
Closed Access | Times Cited: 1
Pedagogical AI conversational agents in higher education: a conceptual framework and survey of the state of the art
Habeeb Yusuf, Arthur Money, Damon Daylamani-Zad
Educational Technology Research and Development (2025)
Open Access | Times Cited: 1
Leveraging AI in design education: exploring virtual instructors and conversational techniques in flipped classroom models
Jing Chen, Nur Azlina Mohamed Mokmin, Qi Shen, et al.
Education and Information Technologies (2025)
Closed Access | Times Cited: 1
The impact of video lecturers’ nonverbal communication on learning – An experiment on gestures and facial expressions of pedagogical agents
Sascha Schneider, Felix Krieglstein, Maik Beege, et al.
Computers & Education (2021) Vol. 176, pp. 104350-104350
Closed Access | Times Cited: 53
K-12 students’ online learning motivation in China: An integrated model based on community of inquiry and technology acceptance theory
Mingzhang Zuo, Yue Hu, Heng Luo, et al.
Education and Information Technologies (2021) Vol. 27, Iss. 4, pp. 4599-4620
Open Access | Times Cited: 46
Four Misconceptions About Nonverbal Communication
Miles L. Patterson, Alan J. Fridlund, Carlos Crivelli
Perspectives on Psychological Science (2023) Vol. 18, Iss. 6, pp. 1388-1411
Open Access | Times Cited: 16
How to Maintain Education During Wars? An Integrative Approach to Ensure the Right to Education
Soheil Salha, Ahmed Tlili, Boulus Shehata, et al.
Open Praxis (2024) Vol. 16, Iss. 2, pp. 160-179
Open Access | Times Cited: 7
It's Good to Talk: A Comparison of Using Voice Versus Screen-Based Interactions for Agent-Assisted Tasks
Leon Reicherts, Yvonne Rogers, Licia Capra, et al.
ACM Transactions on Computer-Human Interaction (2022) Vol. 29, Iss. 3, pp. 1-41
Open Access | Times Cited: 24
The power of affective pedagogical agent and self-explanation in computer-based learning
Yanqing Wang, Shaoying Gong, Yang Cao, et al.
Computers & Education (2023) Vol. 195, pp. 104723-104723
Open Access | Times Cited: 13
Improving ethical dilemma learning: Featuring thinking aloud pair problem solving (TAPPS) and AI-assisted virtual learning companion
Yung-Hsiang Hu
Education and Information Technologies (2024)
Closed Access | Times Cited: 5
Using the Summarizing Strategy to Engage Learners: Empirical Evidence in an Immersive Virtual Reality Environment
Jian Zhao, Lijia Lin, Jiangshan Sun, et al.
The Asia-Pacific Education Researcher (2020) Vol. 29, Iss. 5, pp. 473-482
Closed Access | Times Cited: 39
Benefits of Affective Pedagogical Agents in Multimedia Instruction
Yanqing Wang, Xiaowei Feng, Jiangnan Guo, et al.
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 20
Effects of First-Time Experiences and Self-Regulation on College Students’ Online Learning Motivation: Based on a National Survey during COVID-19
Gege Li, Heng Luo, Jing Lei, et al.
Education Sciences (2022) Vol. 12, Iss. 4, pp. 245-245
Open Access | Times Cited: 20
Interactions with educational chatbots: the impact of induced emotions and students’ learning motivation
Jiaqi Yin, Tiong‐Thye Goh, Yi Hu
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 4
Critical Success Factors Influencing English Learning Outcomes in Blended Learning Environments
Ming Li, Zhonggen Yu
SAGE Open (2025) Vol. 15, Iss. 1
Open Access
中学生对基于大语言模型的英语写作平台的接受度模型
郑伊彬, 叶新东
教育学刊 (2025)
Closed Access
Effects of Generative Artificial Intelligence on K-12 and Higher Education Students’ Learning Outcomes: A Meta-Analysis
Xiaohong Liu, B. J. Guo, Wei He, et al.
Journal of Educational Computing Research (2025)
Closed Access
Effects of different AI-driven Chatbot feedback on learning outcomes and brain activity
J. P. Yin, Haoxin Xu, Yafeng Pan, et al.
npj Science of Learning (2025) Vol. 10, Iss. 1
Open Access
Cringe, lit, or mid: affective and cognitive effects of youth slang in an educational chatbot
Tze Wei Liew, Su-Mae Tan, Wei Ming Pang, et al.
Acta Psychologica (2025) Vol. 256, pp. 105036-105036
Closed Access
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