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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:

An individualized intervention approach to improving university students’ learning performance and interactive behaviors in a blended learning environment
Jiahua Zhang, Liu-cong Zou, Jiajia Miao, et al.
Interactive Learning Environments (2019) Vol. 28, Iss. 2, pp. 231-245
Closed Access | Times Cited: 97

Showing 1-25 of 97 citing articles:

Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance
Jiaqi Yin, Tiong‐Thye Goh, Yang Bing, et al.
Journal of Educational Computing Research (2020) Vol. 59, Iss. 1, pp. 154-177
Open Access | Times Cited: 211
Promoting Self-Regulation Progress and Knowledge Construction in Blended Learning via ChatGPT-Based Learning Aid
Ting‐Ting Wu, Hsin‐Yu Lee, Pin‐Hui Li, et al.
Journal of Educational Computing Research (2023) Vol. 61, Iss. 8, pp. 3-31
Closed Access | Times Cited: 74
Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students
Qifan Yang, Li-Wen Lian, Jia‐Hua Zhao
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 47
Identifying key factors affecting college students’ adoption of the e-learning system in mandatory blended learning environments
Zhaoli Zhang, Taihe Cao, Jiangbo Shu, et al.
Interactive Learning Environments (2020) Vol. 30, Iss. 8, pp. 1388-1401
Closed Access | Times Cited: 129
The effectiveness of technology-facilitated personalized learning on learning achievements and learning perceptions: a meta-analysis
Lanqin Zheng, Miaolang Long, Lu Zhong, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 8, pp. 11807-11830
Closed Access | Times Cited: 58
Contrasting levels of student engagement in blended and non-blended learning scenarios
Felipe de Brito Lima, Síntria Labres Lautert, Alex Sandro Gomes
Computers & Education (2021) Vol. 172, pp. 104241-104241
Closed Access | Times Cited: 55
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: 44
Competency-based learning and formative assessment feedback as precursors of college students’ soft skills acquisition
Dorit Alt, Lior Naamati-Schneider, Daniel J. N. Weishut
Studies in Higher Education (2023) Vol. 48, Iss. 12, pp. 1901-1917
Open Access | Times Cited: 29
Using a Chatbot to Provide Formative Feedback: A Longitudinal Study of Intrinsic Motivation, Cognitive Load, and Learning Performance
Jiaqi Yin, Tiong‐Thye Goh, Bing Yang, et al.
IEEE Transactions on Learning Technologies (2024) Vol. 17, pp. 1404-1415
Closed Access | Times Cited: 12
An experimental case study on forum-based online teaching to improve student’s engagement and motivation in higher education
Kang Xiao-wei, Wen Zhang
Interactive Learning Environments (2020) Vol. 31, Iss. 2, pp. 1029-1040
Open Access | Times Cited: 59
The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course
Li Zhao, Xiaohong Liu, Yu-Sheng Su
Sustainability (2021) Vol. 13, Iss. 5, pp. 2888-2888
Open Access | Times Cited: 53
Pedagogical Applications, Prospects, and Challenges of Blended Learning in Chinese Higher Education: A Systematic Review
Muhammad Azeem Ashraf, Shorif Mollah, Shahnaz Perveen, et al.
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 28
Investigating relationships among regulated learning, teaching presence and student engagement in blended learning: An experience sampling analysis
Hongjian Liao, Qianwei Zhang, Lin Yang, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 10, pp. 12997-13025
Open Access | Times Cited: 21
Examining the Influence of Online Internship Portal’s Ease of Use, Accessibility, and Visual Appearance on Students’ Training Interactions and Outcomes: A Case Study on Hospitality Interns
Avee Ross P. Llavanes, Danica C. Hortelano, Sophia Viene M. Midol, et al.
Communications in computer and information science (2025), pp. 87-96
Closed Access
Design and Optimization Path of Interactive Intelligent Learning Platform in Physical Education Teaching Informatization System in Colleges and Universities
Xu Yuan, Jingwen Hu
Applied Mathematics and Nonlinear Sciences (2025) Vol. 10, Iss. 1
Open Access
Key Barriers to Personalized Learning in Times of Artificial Intelligence: A Literature Review
Gina Paola Barrera Castro, Andrés Chiappe, María Soledad, et al.
Applied Sciences (2025) Vol. 15, Iss. 6, pp. 3103-3103
Open Access
Does an individualized learning design improve university student online learning? A randomized field experiment
Julia Dietrich, Franziska Greiner, Dorit Weber-Liel, et al.
Computers in Human Behavior (2021) Vol. 122, pp. 106819-106819
Open Access | Times Cited: 39
Detecting latent topics and trends in blended learning using LDA topic modeling
Bin Yin, Chih-Hung Yuan
Education and Information Technologies (2022) Vol. 27, Iss. 9, pp. 12689-12712
Open Access | Times Cited: 23
A flexible feature selection approach for predicting students’ academic performance in online courses
Ali Al-Zawqari, Dries Peumans, Gerd Vandersteen
Computers and Education Artificial Intelligence (2022) Vol. 3, pp. 100103-100103
Open Access | Times Cited: 23
A decade of research into the application of big data and analytics in higher education: A systematic review of the literature
Ana Stojanov, Ben Kei Daniel
Education and Information Technologies (2023) Vol. 29, Iss. 5, pp. 5807-5831
Open Access | Times Cited: 15
The Impact of AI-Powered Personalization on Academic Performance in Students
Shweta G. Shete, Priyanka Koshti, Vinayak I. Pujari
(2024), pp. 295-301
Closed Access | Times Cited: 4
Learning analytics dashboard-based self-regulated learning approach for enhancing students’ e-book-based blended learning
Christopher C. Y. Yang, Jiun‐Yu Wu, Hiroaki Ogata
Education and Information Technologies (2024)
Closed Access | Times Cited: 4
How educational chatbots support self-regulated learning? A systematic review of the literature
Rui Guan, Mladen Raković, Guanliang Chen, et al.
Education and Information Technologies (2024)
Open Access | Times Cited: 4
Enhancing professional abilities of university students through digital educational interventions: a study in Kazakhstani universities
Aigul Kurakbayeva, Saule Xembayeva
Frontiers in Education (2025) Vol. 9
Open Access
Construction of the digital intelligence-enabled intervention model for learning engagement
Ting Yin, Li Weng, Chao Wu
Journal of Language Teaching (2025) Vol. 5, Iss. 1, pp. 12-22
Closed Access
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