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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:

How do physics students evaluate artificial intelligence responses on comprehension questions? A study on the perceived scientific accuracy and linguistic quality of ChatGPT
Merten Nikolay Dahlkemper, Simon Zacharias Lahme, Pascal Klein
Physical Review Physics Education Research (2023) Vol. 19, Iss. 1
Open Access | Times Cited: 41

Showing 1-25 of 41 citing articles:

AI-Supported Academic Advising: Exploring ChatGPT’s Current State and Future Potential toward Student Empowerment
Daisuke Akiba, Michelle C. Fraboni
Education Sciences (2023) Vol. 13, Iss. 9, pp. 885-885
Open Access | Times Cited: 48
The impact of AI in physics education: a comprehensive review from GCSE to university levels
Will Yeadon, T Amy Hardy
Physics Education (2024) Vol. 59, Iss. 2, pp. 025010-025010
Open Access | Times Cited: 25
ChatGPT in Teaching and Learning: A Systematic Review
Duha Ali, Yasin Fatemi, Elahe Boskabadi, et al.
Education Sciences (2024) Vol. 14, Iss. 6, pp. 643-643
Open Access | Times Cited: 20
How understanding large language models can inform the use of ChatGPT in physics education
Giulia Polverini, Bor Gregorcic
European Journal of Physics (2023) Vol. 45, Iss. 2, pp. 025701-025701
Open Access | Times Cited: 38
An expectancy value theory (EVT) based instrument for measuring student perceptions of generative AI
Cecilia Ka Yuk Chan, Wenxin Zhou
Smart Learning Environments (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 29
Toward AI grading of student problem solutions in introductory physics: A feasibility study
Gerd Kortemeyer
Physical Review Physics Education Research (2023) Vol. 19, Iss. 2
Open Access | Times Cited: 28
ChatGPT Convincingly Explains Organic Chemistry Reaction Mechanisms Slightly Inaccurately with High Levels of Explanation Sophistication
Brandon J. Yik, Amber J. Dood
Journal of Chemical Education (2024) Vol. 101, Iss. 5, pp. 1836-1846
Open Access | Times Cited: 13
Exploring generative AI assisted feedback writing for students’ written responses to a physics conceptual question with prompt engineering and few-shot learning
Tong Wan, Zhongzhou Chen
Physical Review Physics Education Research (2024) Vol. 20, Iss. 1
Open Access | Times Cited: 12
Cheat sites and artificial intelligence usage in online introductory physics courses: What is the extent and what effect does it have on assessments?
Gerd Kortemeyer, W. Bauer
Physical Review Physics Education Research (2024) Vol. 20, Iss. 1
Open Access | Times Cited: 5
Examining ChatGPT’s validity as a source for scientific inquiry and its misconceptions regarding cell energy metabolism
Rıdvan Elmas, Merve Adıgüzel Ulutaş, Mehmet Yılmaz
Education and Information Technologies (2024)
Open Access | Times Cited: 5
Grading assistance for a handwritten thermodynamics exam using artificial intelligence: An exploratory study
Gerd Kortemeyer, Julian Nöhl, Daria Onishchuk
Physical Review Physics Education Research (2024) Vol. 20, Iss. 2
Open Access | Times Cited: 5
Navigating the data frontier in science assessment: Advancing data augmentation strategies for machine learning applications with generative artificial intelligence
Paul P. Martin, Nicole Graulich
Computers and Education Artificial Intelligence (2024) Vol. 7, pp. 100265-100265
Open Access | Times Cited: 4
Opportunities and Challenges in Harnessing Digital Technology for Effective Teaching and Learning
Zhongzhou Chen, Chandralekha Singh
Trends in Higher Education (2025) Vol. 4, Iss. 1, pp. 6-6
Open Access
Reinventing instructional laboratory with ChatGPT: Radiation measurement by smartphone
Chitnarong Sirisathitkul, Yaowarat Sirisathitkul
Innovations in Education and Teaching International (2025), pp. 1-16
Closed Access
Eight Months into Reality: A Scoping Review of the Application of ChatGPT in Higher Education Teaching and Learning
Qian Liu, Anjin Hu, Tehmina Gladman, et al.
Innovative Higher Education (2025)
Open Access
Affordances, constraints, and implications of ChatGPT in education from a social-ecological perspective: A data mining approach
Yuchun Zhong, Jie Lian, Hao Huang, et al.
Education and Information Technologies (2025)
Open Access
Comparing large language models for supervised analysis of students’ lab notes
Rebeckah K. Fussell, Megan Flynn, Anil Damle, et al.
Physical Review Physics Education Research (2025) Vol. 21, Iss. 1
Open Access
Assessing confidence in AI-assisted grading of physics exams through psychometrics: An exploratory study
Gerd Kortemeyer, Julian Nöhl
Physical Review Physics Education Research (2025) Vol. 21, Iss. 1
Open Access
Modern physics courses: Understanding the content taught in the U.S.
Alexis Buzzell, Timothy J. Atherton, Ramón S. Barthelemy
Physical Review Physics Education Research (2025) Vol. 21, Iss. 1
Open Access
Surveyed veterinary students in Australia find ChatGPT practical and relevant while expressing no concern about artificial intelligence replacing veterinarians
Kate A. Worthing, Madeleine Roberts, Jan Šlapeta
Vet record open (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 3
It cannot be right if it was written by AI: on lawyers’ preferences of documents perceived as authored by an LLM vs a human
Jakub Harašta, Tereza Novotná, Jaromír Šavelka
Artificial Intelligence and Law (2024)
Closed Access | Times Cited: 3
Exploring the Potential of Large Language Models as a Grading Tool for Conceptual Short-Answer Questions in Introductory Physics
Zhenting Yan, Rui Zhang, Jia Fei
(2024), pp. 308-314
Closed Access | Times Cited: 2
A comparison of human, GPT-3.5, and GPT-4 performance in a university-level coding course
Will Yeadon, Alex Peach, Craig P. Testrow
Scientific Reports (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 2
Assessing AI’s problem solving in physics: Analyzing reasoning, false positives and negatives through the force concept inventory
Salima Aldazharova, G.B. Issayeva, Samat Maxutov, et al.
Contemporary Educational Technology (2024) Vol. 16, Iss. 4, pp. ep538-ep538
Open Access | Times Cited: 2
Bridging the Divide: An Empirical Investigation of Artificial Intelligence and Generative Artificial Intelligence Integration Across Genders, Disciplines and Academic Roles
Anat Gesser‐Edelsburg, Rana Hijazi, Ester Eliyahu, et al.
European Journal of Open Distance and E-Learning (2024) Vol. 26, Iss. s1, pp. 51-69
Open Access | Times Cited: 2
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