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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:

ChatGPT improves creative problem-solving performance in university students: An experimental study
Marek Urban, Filip Děchtěrenko, Jiří Lukavský, et al.
Computers & Education (2024) Vol. 215, pp. 105031-105031
Open Access | Times Cited: 44

Showing 1-25 of 44 citing articles:

Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research‐active EFL teachers’ perceptions
Ali Derakhshan, Farhad Ghiasvand
International Journal of Applied Linguistics (2024) Vol. 34, Iss. 4, pp. 1246-1264
Closed Access | Times Cited: 28
Exploring the Effects of Artificial Intelligence Application on EFL Students' Academic Engagement and Emotional Experiences: A Mixed‐Methods Study
Yumeng Guo, Yongliang Wang
European Journal of Education (2024)
Closed Access | Times Cited: 10
Exploring Attitudes toward ChatGPT among College Students: An Empirical Analysis of Cognitive, Affective, and Behavioral Components Using Path Analysis
Benicio Gonzalo Acosta Enríquez, Carmen Graciela Arbulú Pérez Várgas, Olger Huamaní Jordan, et al.
Computers and Education Artificial Intelligence (2024), pp. 100320-100320
Open Access | Times Cited: 7
Perceptions and Use of AI Chatbots among Students in Higher Education: A Scoping Review of Empirical Studies
Odin Monrad Schei, Anja Møgelvang, Kristine Ludvigsen
Education Sciences (2024) Vol. 14, Iss. 8, pp. 922-922
Open Access | Times Cited: 6
AI in the classroom: Exploring students’ interaction with ChatGPT in programming learning
Hacer Güner, Erkan Er
Education and Information Technologies (2025)
Open Access
Facilitating students’ critical thinking, metacognition and problem-solving tendencies in geriatric nursing class: A mixed-method study
Gwo‐Jen Hwang, Pei-Yu Cheng, Ching‐Yi Chang
Nurse Education in Practice (2025) Vol. 83, pp. 104266-104266
Closed Access
An Embedding-Based Semantic Analysis Approach: A Preliminary Study on Redundancy Detection in Psychological Concepts Operationalized by Scales
Zhen Huang, Yitian Long, Kaiping Peng, et al.
Journal of Intelligence (2025) Vol. 13, Iss. 1, pp. 11-11
Open Access
ChatGPT in Computer Science Education: A Case Study on a Database Administration Course
Daniel López-Fernández, Ricardo Vergaz
Applied Sciences (2025) Vol. 15, Iss. 2, pp. 985-985
Open Access
Reassessing academic integrity in the age of AI: A systematic literature review on AI and academic integrity
Himendra Balalle, Sachini Pannilage
Social Sciences & Humanities Open (2025) Vol. 11, pp. 101299-101299
Open Access
ChatGPT-Related Risk Patterns and Students’ Creative Thinking Toward Tourism Statistics Course: Pretest and Posttest Quasi-Experimentation
Kareem M. Selem, Elham Gharib Saghier, Sawsan Haider Abdullah Khreis, et al.
Journal of Hospitality & Tourism Education (2025), pp. 1-16
Closed Access
The Synergistic Effects in an AI-Supported Online Scientific Argumentation Learning Environment
Yu‐Ren Lin, Cheng‐Yu Hung
Computers & Education (2025), pp. 105251-105251
Closed Access
Uncurtaining windows of motivation, enjoyment, critical thinking, and autonomy in AI-integrated education: Duolingo Vs. ChatGPT
Jia Xu, Qianwen Liu
Learning and Motivation (2025) Vol. 89, pp. 102100-102100
Closed Access
Unfolding the Potential of Generative Artificial Intelligence
Severin Bonnet, Frank Teuteberg
International Journal of Knowledge Management (2025) Vol. 21, Iss. 1, pp. 1-25
Open Access
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
Learner Perceptions of Artificial Intelligence-Generated Pedagogical Agents in Language Learning Videos: Embodiment Effects on Technology Acceptance
Lin Yu-peng, Zhonggen Yu
International Journal of Human-Computer Interaction (2024), pp. 1-22
Closed Access | Times Cited: 5
Commentary: Reimagining marketing education in the age of generative AI
Oguz A. Acar
International Journal of Research in Marketing (2024) Vol. 41, Iss. 3, pp. 489-495
Open Access | Times Cited: 5
Training and Technology Acceptance of ChatGPT in University Students of Social Sciences: A Netcoincidental Analysis
Elena-María García-Alonso, Ana León Mejía, Roberto Sánchez-Cabrero, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 7, pp. 612-612
Open Access | Times Cited: 4
Enhancing medical students critical thinking skills through ChatGPT: An empirical study with medical students
Saja Almazrou, Fahad Mashhour Alanezi, Saud Asman Almutairi, et al.
Nutrition and Health (2024)
Closed Access | Times Cited: 4
Does Generative Artificial Intelligence Improve the Academic Achievement of College Students? A Meta-Analysis
Lihui Sun, Liang Zhou
Journal of Educational Computing Research (2024) Vol. 62, Iss. 7, pp. 1896-1933
Closed Access | Times Cited: 4
Placebo or Assistant? Generative AI Between Externalization and Anthropomorphization
Alexander Skulmowski
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 3
Exploring user perceptions: The impact of ChatGPT on high school students' physics understanding and learning
Muhammad Fadillah, Usmeldi Usmeldi, Lufri Lufri, et al.
Advances in Mobile Learning Educational Research (2024) Vol. 4, Iss. 2, pp. 1197-1207
Open Access | Times Cited: 3
Examining Relationships between Technology and Critical Thinking: A Study of South Korean EFL Learners
Andrew Schenck
Education Sciences (2024) Vol. 14, Iss. 6, pp. 652-652
Open Access | Times Cited: 2
Personalisation is not Guaranteed: The Challenges of Using Generative AI for Personalised Learning
Kristjan-Julius Laak, Rania Abdelghani, Jaan Aru
Lecture notes in computer science (2024), pp. 40-49
Closed Access | Times Cited: 2
Reducing Interpretative Ambiguity in an educational environment with ChatGPT.
Francisco Garcia-Varela, Zvi Bekerman, Miguél Nussbaum, et al.
Computers & Education (2024) Vol. 225, pp. 105182-105182
Closed Access | Times Cited: 2
Examining factors influencing university students’ adoption of generative artificial intelligence: a cross-country study
Li Zhao, Md. Habibur Rahman, William Yeoh, et al.
Studies in Higher Education (2024), pp. 1-23
Closed Access | Times Cited: 2
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