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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:

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

Showing 1-25 of 121 citing articles:

Automatic feedback in online learning environments: A systematic literature review
Anderson Pinheiro Cavalcanti, Arthur Barbosa, Ruan Carvalho, et al.
Computers and Education Artificial Intelligence (2021) Vol. 2, pp. 100027-100027
Open Access | Times Cited: 263
A systematic review of the role of learning analytics in enhancing feedback practices in higher education
Seyyed Kazem Banihashem, Omid Noroozi, Stan van Ginkel, et al.
Educational Research Review (2022) Vol. 37, pp. 100489-100489
Open Access | Times Cited: 109
Effects of real-time analytics-based personalized scaffolds on students’ self-regulated learning
Lyn Lim, Maria Bannert, Joep van der Graaf, et al.
Computers in Human Behavior (2022) Vol. 139, pp. 107547-107547
Open Access | Times Cited: 93
Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data
Inge Molenaar, Susanne de Mooij, Roger Azevedo, et al.
Computers in Human Behavior (2022) Vol. 139, pp. 107540-107540
Open Access | Times Cited: 90
Supporting the Instructional Videos With Chatbot and Peer Feedback Mechanisms in Online Learning: The Effects on Learning Performance and Intrinsic Motivation
Mustafa Fidan, Nurgun Gencel
Journal of Educational Computing Research (2022) Vol. 60, Iss. 7, pp. 1716-1741
Closed Access | Times Cited: 86
Promises and challenges of generative artificial intelligence for human learning
Lixiang Yan, Samuel Greiff, Ziwen Teuber, et al.
Nature Human Behaviour (2024) Vol. 8, Iss. 10, pp. 1839-1850
Closed Access | Times Cited: 33
Generative Artificial Intelligence in Learning Analytics: Contextualising Opportunities and Challenges through the Learning Analytics Cycle
Lixiang Yan, Roberto Martínez‐Maldonado, Dragan Gašević
(2024), pp. 101-111
Open Access | Times Cited: 26
Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses
Lisa-Angelique Lim, Shane Dawson, Dragan Gašević, et al.
Assessment & Evaluation in Higher Education (2020) Vol. 46, Iss. 3, pp. 339-359
Open Access | Times Cited: 81
Towards strengthening links between learning analytics and assessment: Challenges and potentials of a promising new bond
Dragan Gašević, Samuel Greiff, David Williamson Shaffer
Computers in Human Behavior (2022) Vol. 134, pp. 107304-107304
Closed Access | Times Cited: 64
Personalized feedback in digital learning environments: Classification framework and literature review
Uwe Maier, Christian Klotz
Computers and Education Artificial Intelligence (2022) Vol. 3, pp. 100080-100080
Open Access | Times Cited: 64
Learning Analytics in Online Learning Environment: A Systematic Review on the Focuses and the Types of Student-Related Analytics Data
Si Na Kew, Zaidatun Tasir
Technology Knowledge and Learning (2021) Vol. 27, Iss. 2, pp. 405-427
Closed Access | Times Cited: 62
Supporting self-regulated learning with learning analytics interventions – a systematic literature review
Sami Heikkinen, Mohammed Saqr, Jonna Malmberg, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 3, pp. 3059-3088
Open Access | Times Cited: 58
Personalized learning analytics intervention approach for enhancing student learning achievement and behavioral engagement in blended learning
Christopher C. Y. Yang, Hiroaki Ogata
Education and Information Technologies (2022) Vol. 28, Iss. 3, pp. 2509-2528
Closed Access | Times Cited: 46
University students’ satisfaction and future outlook towards forced remote learning during a global pandemic
Siti Intan Nurdiana Wong Abdullah, Klara Arokiyasamy, Sock Leng Goh, et al.
Smart Learning Environments (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 41
Learning analytics for online game-Based learning: a systematic literature review
Seyyed Kazem Banihashem, Hojjat Dehghanzadeh, Douglas B. Clark, et al.
Behaviour and Information Technology (2023) Vol. 43, Iss. 12, pp. 2689-2716
Open Access | Times Cited: 25
The effect of feedback on academic achievement in technology-rich learning environments (TREs): A meta-analytic review
Zhihui Cai, Yang Gui, Peipei Mao, et al.
Educational Research Review (2023) Vol. 39, pp. 100521-100521
Closed 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
Integrating large language models into EFL writing instruction: effects on performance, self-regulated learning strategies, and motivation
Ze‐Min Liu, Gwo-Jen Hwang, Chuangqi Chen, et al.
Computer Assisted Language Learning (2024), pp. 1-25
Closed Access | Times Cited: 8
Analytics of Learning Strategies: Role of Course Design and Delivery Modality
Wannisa Matcha, Dragan Gašević, Nora’ayu Ahmad Uzir, et al.
Journal of Learning Analytics (2020) Vol. 7, Iss. 2, pp. 45-71
Open Access | Times Cited: 63
Student Opinions About Personalized Recommendation and Feedback Based on Learning Analytics
Fatma Gizem Karaoğlan Yılmaz, Ramazan Yılmaz
Technology Knowledge and Learning (2020) Vol. 25, Iss. 4, pp. 753-768
Closed Access | Times Cited: 54
Early morning university classes are associated with impaired sleep and academic performance
Sing Chen Yeo, Clin K.Y. Lai, Jacinda Tan, et al.
Nature Human Behaviour (2023) Vol. 7, Iss. 4, pp. 502-514
Open Access | Times Cited: 16
Growth mindset mediates perceptions of teachers' and parents' process feedback in digital reading performance: Evidence from 32 OECD countries
Jie Hu, Yiwei Zhang
Learning and Instruction (2024) Vol. 90, pp. 101874-101874
Closed Access | Times Cited: 6
Students’ sense-making of personalised feedback based on learning analytics
Lisa-Angelique Lim, Shane Dawson, Dragan Gašević, et al.
Australasian Journal of Educational Technology (2020) Vol. 36, Iss. 6, pp. 15-33
Open Access | Times Cited: 46
Effects of a learning analytics‐based real‐time feedback approach on knowledge elaboration, knowledge convergence, interactive relationships and group performance in CSCL
Lanqin Zheng, Jiayu Niu, Lu Zhong
British Journal of Educational Technology (2021) Vol. 53, Iss. 1, pp. 130-149
Closed Access | Times Cited: 39
Impact of learning analytics feedback on self-regulated learning: Triangulating behavioural logs with students’ recall
Lisa-Angelique Lim, Dragan Gašević, Wannisa Matcha, et al.
(2021), pp. 364-374
Closed Access | Times Cited: 33
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