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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:

TPACK in the age of ChatGPT and Generative AI
Punya Mishra, Melissa Warr, Rezwana Islam
Journal of Digital Learning in Teacher Education (2023) Vol. 39, Iss. 4, pp. 235-251
Open Access | Times Cited: 123

Showing 1-25 of 123 citing articles:

Exploring the factors affecting the adoption AI techniques in higher education: insights from teachers' perspectives on ChatGPT
Habiba Al-Mughairi, Preeti Bhaskar
Journal of Research in Innovative Teaching & Learning (2024)
Open Access | Times Cited: 42
Beginning and first-year language teachers’ readiness for the generative AI age
Benjamin Luke Moorhouse
Computers and Education Artificial Intelligence (2024) Vol. 6, pp. 100201-100201
Open Access | Times Cited: 34
Impact of misinformation from generative AI on user information processing: How people understand misinformation from generative AI
Dong‐Hee Shin, Amy Koerber, Joon Soo Lim
New Media & Society (2024)
Closed Access | Times Cited: 25
Enhancing teacher AI literacy and integration through different types of cases in teacher professional development
Ai-Chu Elisha Ding, Lehong Shi, Haotian Yang, et al.
Computers and Education Open (2024) Vol. 6, pp. 100178-100178
Open Access | Times Cited: 24
A Human-Centered Learning and Teaching Framework Using Generative Artificial Intelligence for Self-Regulated Learning Development Through Domain Knowledge Learning in K–12 Settings
Siu Cheung Kong, Yin Yang
IEEE Transactions on Learning Technologies (2024) Vol. 17, pp. 1588-1599
Open Access | Times Cited: 24
Developing a holistic AI literacy assessment matrix – Bridging generic, domain-specific, and ethical competencies
Nils Knoth, Marie Decker, Matthias Carl Laupichler, et al.
Computers and Education Open (2024) Vol. 6, pp. 100177-100177
Open Access | Times Cited: 15
Pre-Service Teachers’ GenAI Anxiety, Technology Self-Efficacy, and TPACK: Their Structural Relations with Behavioral Intention to Design GenAI-Assisted Teaching
Kai Wang, Qianqian Ruan, Xiaoxuan Zhang, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 5, pp. 373-373
Open Access | Times Cited: 15
Let's Talk About EdTech! A Topic Modelling Analysis of AI Tools and Pre‐Service Teachers' Perspectives
Figen EĞİN, Aytuǧ Onan, Hatice Yıldız Durak
European Journal of Education (2025) Vol. 60, Iss. 1
Open Access | Times Cited: 1
Teachers’ Beliefs and Practices About the Potential of ChatGPT in Teaching Mathematics in Secondary Schools
Leonard Busuttil, James Calleja
Digital Experiences in Mathematics Education (2025)
Open Access | Times Cited: 1
STEM teachers' perceptions, familiarity, and support needs for integrating generative artificial intelligence in K‐12 education
Yin Hong Cheah, Juhee Kim
School Science and Mathematics (2025)
Closed Access | Times Cited: 1
Generative AI in Higher Education: Seeing ChatGPT Through Universities' Policies, Resources, and Guidelines
Yuanman Hu, Anh Kim Dang, Zihao Wu, et al.
Computers and Education Artificial Intelligence (2024), pp. 100326-100326
Open Access | Times Cited: 13
The impact of artificial intelligence on scientific practices: an emergent area of research for science education
Sibel Erduran, Olivia Levrini
International Journal of Science Education (2024) Vol. 46, Iss. 18, pp. 1982-1989
Open Access | Times Cited: 11
Social Media and Artificial Intelligence: Critical Conversations and Where Do We Go from Here?
Julia Parra, Suparna Chatterjee
Education Sciences (2024) Vol. 14, Iss. 1, pp. 68-68
Open Access | Times Cited: 9
More than Model Documentation: Uncovering Teachers' Bespoke Information Needs for Informed Classroom Integration of ChatGPT
Mei Tan, Hari Subramonyam
(2024), pp. 1-19
Open Access | Times Cited: 9
Transforming Teachers’ Roles and Agencies in the Era of Generative AI: Perceptions, Acceptance, Knowledge, and Practices
Xiaoming Zhaı
Journal of Science Education and Technology (2024)
Closed Access | Times Cited: 9
Artificial intelligence in higher education: exploring faculty use, self-efficacy, distinct profiles, and professional development needs
Dana-Kristin Mah, Nancy Gross
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 8
Emerging Dynamics of ChatGPT in Academia: A Scoping Review
Mehul Mahrishi, Asad Abbas, Danica Radovanović
Journal of University Teaching and Learning Practice (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 7
Exploring teachers' (future) digital assessment practices in higher education: Instrument and model development
Olga Viberg, Chantal Mutimukwe, Stefan Hrastinski, et al.
British Journal of Educational Technology (2024)
Open Access | Times Cited: 7
Framework for Adoption of Generative Artificial Intelligence (GenAI) in Education
Samar Shailendra, R. W. Kadel, Aakanksha Sharma
IEEE Transactions on Education (2024) Vol. 67, Iss. 5, pp. 777-785
Closed Access | Times Cited: 6
Generative AI tools as educators’ assistants: Designing and implementing inquiry-based lesson plans
Maria Moundridou, Nikolaos Matzakos, Spyridon Doukakis
Computers and Education Artificial Intelligence (2024) Vol. 7, pp. 100277-100277
Open Access | Times Cited: 6
Advancing the generative AI in education research agenda: Insights from the Asia-Pacific region
Lung Hsiang Wong, Chee‐Kit Looi
Asia Pacific Journal of Education (2024) Vol. 44, Iss. 1, pp. 1-7
Closed Access | Times Cited: 5
Creative Dialogue with Generative AI: Exploring the Possible with Ron Beghetto
Punya Mishra, Danah Henriksen
TechTrends (2024) Vol. 68, Iss. 3, pp. 395-401
Closed Access | Times Cited: 5
What Is the Future of Augmented Reality in Science Teaching and Learning? An Exploratory Study on Primary and Pre-School Teacher Students’ Views
Γιώργος Πέικος, Angelos Sofianidis
Education Sciences (2024) Vol. 14, Iss. 5, pp. 480-480
Open Access | Times Cited: 5
Unravelling the dynamics of technology integration in mathematics education: A structural equation modelling analysis of TPACK components
Mao Li, Bingqing Li
Education and Information Technologies (2024) Vol. 29, Iss. 17, pp. 23687-23715
Open Access | Times Cited: 5
Exploring demographic influences on digital technology integration in Chinese primary mathematics education
Mao Li, Colleen Vale, Hazel Tan, et al.
International Electronic Journal of Mathematics Education (2025) Vol. 20, Iss. 2, pp. em0810-em0810
Closed Access
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