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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:

Social interaction is a catalyst for adult human learning in online contexts
Sara De Felice, Gabriella Vigliocco, Antonia F. de C. Hamilton
Current Biology (2021) Vol. 31, Iss. 21, pp. 4853-4859.e3
Open Access | Times Cited: 28

Showing 1-25 of 28 citing articles:

Learningfromothers is good,withothers is better: the role of social interaction in human acquisition of new knowledge
Sara De Felice, Antonia F. de C. Hamilton, Marta Ponari, et al.
Philosophical Transactions of the Royal Society B Biological Sciences (2022) Vol. 378, Iss. 1870
Open Access | Times Cited: 50
Effect of explanation videos on learning: The role of attention and academic performance
Melanie Victoria Adler, Jens Madsen, James Hedberg, et al.
Education and Information Technologies (2025)
Open Access | Times Cited: 1
Shared attention in virtual immersive reality enhances electrophysiological correlates of implicit sensory learning
Pietro Sarasso, Irene Ronga, Francesca Piovesan, et al.
Scientific Reports (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 4
Online experience sharing without explicit social interaction does not foster social bonding
Wouter Wolf, Kayley Dotson
Cyberpsychology Journal of Psychosocial Research on Cyberspace (2025) Vol. 19, Iss. 1
Open Access
A Rapid Cortical Learning Process Supporting Students’ Knowledge Construction During Real Classroom Teaching
Xiaojing Feng, Xinran Xu, Z. X. Meng, et al.
Advanced Science (2025)
Open Access
Supporting social interactions to improve MOOC participants’ learning outcomes: a literature review
Hong Sen Loh, Gabrielle Martins van Jaarsveld, Canan Mesutoğlu, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 4
Relational Neuroscience: insights from hyperscanning research
Sara De Felice, Tara Chand, Ilona Croy, et al.
Neuroscience & Biobehavioral Reviews (2024) Vol. 169, pp. 105979-105979
Open Access | Times Cited: 3
Teaching expectancy improves video‐based learning: Evidence from eye‐movement synchronization
Zheng Liang, Riman Ga, Han Bai, et al.
British Journal of Educational Technology (2024) Vol. 56, Iss. 1, pp. 231-249
Closed Access | Times Cited: 2
Teaching with social context in instructional video facilitates second language vocabulary learning
Zhicong Zhang, Heming Li, Jiaxian Zhou
Heliyon (2023) Vol. 9, Iss. 3, pp. e14540-e14540
Open Access | Times Cited: 6
Autistic adults benefit from and enjoy learning via social interaction as much as neurotypical adults do
Sara De Felice, Anna Hatilova, Felix Trojan, et al.
Molecular Autism (2023) Vol. 14, Iss. 1
Open Access | Times Cited: 6
Did You Get That? Predicting Learners’ Comprehension of a Video Lecture from Visualizations of Their Gaze Data
Ellen M. Kok, Halszka Jarodzka, Matthew Sibbald, et al.
Cognitive Science (2023) Vol. 47, Iss. 2
Open Access | Times Cited: 5
Physical but not virtual presence of others potentiates implicit and explicit learning
Pietro Sarasso, Irene Ronga, Elena Del Fante, et al.
Scientific Reports (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 8
Experiencing liveness from recorded music
Laura Rai, Hazel van der Walle, Jack Painting, et al.
(2024)
Open Access | Times Cited: 1
Effect of Explanation Videos on Learning: The Role of Attention and Academic Performance
Melanie Victoria Adler, Jens Madsen, James Hedberg, et al.
(2024)
Open Access | Times Cited: 1
Relational Neuroscience: insights from hyperscanning research
Sara De Felice, Tara Chand, Ilona Croy, et al.
(2024)
Open Access | Times Cited: 1
Words as Social Tools (WAT): a reprise
Claudia Mazzuca, Chiara Fini, Chiara De Livio, et al.
Physics of Life Reviews (2024) Vol. 52, pp. 109-128
Open Access | Times Cited: 1
Analysis of key roles in large‐scale online learning: Interactive participation characteristics and knowledge construction behaviour patterns
Xiangjun Hao, Xiaoqing Gu
British Journal of Educational Technology (2023) Vol. 55, Iss. 3, pp. 910-932
Closed Access | Times Cited: 3
Is Syntactic Priming from Multiple Speakers Stronger?
Kerime Eylul Eski, Luca Onnis
Languages (2024) Vol. 9, Iss. 4, pp. 137-137
Open Access
Social Presence in Online Live Learning Improves Learners’ Mentalizing: An fMRI Study
Siqi Cheng, Guoming Yu, Jia Liu
Research Square (Research Square) (2024)
Open Access
Virtual Social Interaction in a Multiplayer-Online Video Game Increases Implicit Learning: An EEG Study
Elena Del Fante, Francesca Piovesan, Pietro Sarasso, et al.
Cyberpsychology Behavior and Social Networking (2024) Vol. 27, Iss. 8, pp. 599-605
Closed Access
Transforming Education: The Intersection of Education Management, Technology, Smart Universities, and the Impact of Covid-19—A Qualitative Analysis
Neerupa Chauhan, Athikkattuvalasu S. Karthikeyan, Naveen Kumar
Studies in systems, decision and control (2024), pp. 1103-1115
Closed Access
Education Professionals' Cooperative Learning for the Development of Professional Capital
Milda Damkuvienė, Jurate Valuckiene, Sigitas Balčiūnas, et al.
(2023)
Open Access | Times Cited: 1
Education Professionals’ Cooperative Learning for the Development of Professional Capital
Milda Damkuvienė, Jurate Valuckiene, Sigitas Balčiūnas, et al.
Sustainability (2023) Vol. 15, Iss. 14, pp. 10972-10972
Open Access | Times Cited: 1
Adults with Autistic Spectrum Condition benefit and enjoy learning via social interaction as much as neurotypical adults do
Sara De Felice, Anna Hatilova, Felix Trojan, et al.
Research Square (Research Square) (2023)
Open Access
Challenges of fully online learning to dermatology education during the COVID-19 pandemic
Yunfang Meng, Mingxia Sun, Jing Guo, et al.
Research Square (Research Square) (2023)
Open Access
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