Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Self-Regulation in Computer-Assisted Learning Systems
Roger Azevedo, Nicholas V. Mudrick, Michelle Taub, et al.
Cambridge University Press eBooks (2019), pp. 587-618
Closed Access | Times Cited: 63

Showing 1-25 of 63 citing articles:

The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment
Michelle Taub, Robert G. Sawyer, Andy Smith, et al.
Computers & Education (2019) Vol. 147, pp. 103781-103781
Closed Access | Times Cited: 154
Lessons Learned and Future Directions of MetaTutor: Leveraging Multichannel Data to Scaffold Self-Regulated Learning With an Intelligent Tutoring System
Roger Azevedo, François Bouchet, Melissa Duffy, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 101
Reflections on the field of metacognition: issues, challenges, and opportunities
Roger Azevedo
Metacognition and Learning (2020) Vol. 15, Iss. 2, pp. 91-98
Open Access | Times Cited: 94
Training Learning Strategies to Promote Self-Regulation and Transfer: The Knowledge, Belief, Commitment, and Planning Framework
Mark A. McDaniel, Gilles O. Einstein
Perspectives on Psychological Science (2020) Vol. 15, Iss. 6, pp. 1363-1381
Closed Access | Times Cited: 87
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
Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies
Kshitij Sharma, Andy Nguyen, Yvonne Hong
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1398-1436
Open Access | Times Cited: 10
Artificial intelligence, 21st century competences, and socio‐emotional learning in education: More than high‐risk?
Ilkka Tuomi
European Journal of Education (2022) Vol. 57, Iss. 4, pp. 601-619
Closed Access | Times Cited: 32
The Impact of Contextualized Emotions on Self-Regulated Learning and Scientific Reasoning during Learning with a Game-Based Learning Environment
Michelle Taub, Robert G. Sawyer, James C. Lester, et al.
International Journal of Artificial Intelligence in Education (2019) Vol. 30, Iss. 1, pp. 97-120
Closed Access | Times Cited: 47
Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework
Olga Viberg, Barbara Wasson, Agnes Kukulska‐Hulme
Australasian Journal of Educational Technology (2020) Vol. 36, Iss. 6, pp. 34-52
Open Access | Times Cited: 44
Student’s Critical Thinking Skills Through Discovery Learning Model Using E-Learning on Environmental Change Subject Matter
Muhammad Minan Chusni, Sulistyo Saputro, Sentot Budi Rahardjo, et al.
European Journal of Educational Research (2021) Vol. volume-10-2021, Iss. volume-10-issue-3-july-2021, pp. 1123-1135
Open Access | Times Cited: 40
Multiple Negative Emotions During Learning With Digital Learning Environments – Evidence on Their Detrimental Effect on Learning From Two Methodological Approaches
Franz Wortha, Roger Azevedo, Michelle Taub, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 41
A Theoretical and Evidence-Based Conceptual Design of MetaDash: An Intelligent Teacher Dashboard to Support Teachers' Decision Making and Students’ Self-Regulated Learning
Megan Wiedbusch, Vance Kite, Xi Yang, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 31
Exploring feedback and regulation in online writing classes with keystroke logging
Neil Evan Jon Anthony Bowen, Nathan Thomas, Nina Vandermeulen
Computers & composition/Computers and composition (2022) Vol. 63, pp. 102692-102692
Closed Access | Times Cited: 22
Capturing self‐regulated learning processes in virtual reality: Causal sequencing of multimodal data
Márta Sobocinski, Daryn A. Dever, Megan Wiedbusch, et al.
British Journal of Educational Technology (2023) Vol. 55, Iss. 4, pp. 1486-1506
Open Access | Times Cited: 12
How do students learn with real‐time personalized scaffolds?
Lyn Lim, Maria Bannert, Joep van der Graaf, et al.
British Journal of Educational Technology (2023) Vol. 55, Iss. 4, pp. 1309-1327
Open Access | Times Cited: 12
Generative Artificial Intelligence and Assessment of Learning
Mehdi Kaddouri, Khalid Mhamdi, Abdelhafid Jabri, et al.
Advances in educational technologies and instructional design book series (2025), pp. 277-326
Closed Access
Using the fused graphical lasso to explore the motivational self-system after a multimedia self-regulated learning training: a brief research report
Sarah M. Wolff, Jonathan C. Hilpert, Matthew L. Bernacki, et al.
Frontiers in Psychology (2025) Vol. 16
Open Access
The Synergy of AI and Robotics in Modern Education
Froilan D. Mobo, Ali Sorayyaei Azar, Ana Cristina Bicharra García
Advances in computational intelligence and robotics book series (2025), pp. 69-86
Closed Access
The Synergy of Artificial Intelligence and Education
Maria Sofologi, Dimitra Katsarou, Andreas Tsirides, et al.
Advances in computational intelligence and robotics book series (2025), pp. 189-202
Closed Access
The Impact of Autonomy and Types of Informational Text Presentations in Game-Based Environments on Learning: Converging Multi-Channel Processes Data and Learning Outcomes
Daryn A. Dever, Roger Azevedo, Elizabeth B. Cloude, et al.
International Journal of Artificial Intelligence in Education (2020) Vol. 30, Iss. 4, pp. 581-615
Closed Access | Times Cited: 30
Capturing Sequences of Learners' Self-Regulatory Interactions With Instructional Material During Game-Based Learning Using Auto-Recurrence Quantification Analysis
Daryn A. Dever, Mary Jean Amon, Hana Vrzáková, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 18
Manipulating Interface Design Features Affects Children's Stop-And-Think Behaviours in a Counterintuitive-Problem Game
A. Gauthier, Kaśka Porayska‐Pomsta, Iroise Dumontheil, et al.
ACM Transactions on Computer-Human Interaction (2022) Vol. 29, Iss. 2, pp. 1-21
Open Access | Times Cited: 15
Unfolding the potential of computer-assisted argument mapping practices for promoting self-regulation of learning and problem-solving skills of pre-service teachers and their relationship
Elanur Yilmaz-Na, Elif Sönmez
Computers & Education (2022) Vol. 193, pp. 104683-104683
Closed Access | Times Cited: 14
Self-regulated learning microanalysis feedback for developing clinical skills: A pilot study
Dario Cecílio‐Fernandes, Danielle Rachel dos Santos Carvalho, John Sandars, et al.
Medical Teacher (2024) Vol. 46, Iss. 10, pp. 1356-1361
Open Access | Times Cited: 2
The relational, co-temporal, contemporaneous, and longitudinal dynamics of self-regulation for academic writing
Mohammed Saqr, Ward Peeters, Olga Viberg
Research and Practice in Technology Enhanced Learning (2021) Vol. 16, Iss. 1
Open Access | Times Cited: 17
Page 1 - Next Page

Scroll to top