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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.

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Showing 14 citing articles:

Personalized Learning With Generative AI

Advances in educational technologies and instructional design book series (2025), pp. 61-104
Closed Access
Hybrid intelligence: Human–AI coevolution and learning
Sanna Järvelä, Guoying Zhao, Andy Nguyen, et al.
British Journal of Educational Technology (2025)
Closed Access
Unveiling cognitive processes in digital reading through behavioural cues: A hybrid intelligence (HI) approach
Yoon Lee, Gosia Migut, Marcus Specht
British Journal of Educational Technology (2025)
Open Access
Venturing into the Unknown: Critical Insights into Grey Areas and Pioneering Future Directions in Educational Generative AI Research
Junhong Xiao, Aras Bozkurt, Mark Nichols, et al.
TechTrends (2025)
Closed Access
TeamTeachingViz: Benefits, Challenges, and Ethical Considerations of Using a Multimodal Analytics Dashboard to Support Team Teaching Reflection
Riordan Alfredo, Paola Mejia-Domenzain, Vanessa Echeverría, et al.
(2025), pp. 58-69
Closed Access
OpenMMLA: an IoT-based Multimodal Data Collection Toolkit for Learning Analytics
Zaibei Li, Shunpei Yamaguchi, Daniel Spikol
(2025), pp. 872-879
Closed Access
Chatting with a Learning Analytics Dashboard: The Role of Generative AI Literacy on Learner Interaction with Conventional and Scaffolding Chatbots
Yueqiao Jin, Kaixun Yang, Lixiang Yan, et al.
(2025), pp. 579-590
Open Access
Learning, design and technology in the age of AI
Michail N. Giannakos, Michael Horn, Mutlu Cukurova
Behaviour and Information Technology (2025), pp. 1-5
Closed Access
Nonengagement and unsuccessful engagement with feedback in lower secondary education: The role of student characteristics
Jennifer Meyer, Thorben Jansen, Johanna Fleckenstein
Contemporary Educational Psychology (2025), pp. 102363-102363
Open Access
Disruptive tensions and emerging practices: an exploratory inquiry into student perspectives on generative Artificial Intelligence in a problem-based learning environment
Sofie Otto, Stine Ejsing‐Duun, Euan Lindsay
Education and Information Technologies (2025)
Open Access
Why AI will not Democratize Education: a Critical Pragmatist Perspective
Michał Wieczorek
Philosophy & Technology (2025) Vol. 38, Iss. 2
Open Access
Chatbots in education: Outperforming students but perceived as less trustworthy
Martin Laun, Leonard Puderbach, Katharina Hirt, et al.
Contemporary Educational Psychology (2025), pp. 102373-102373
Open Access
A multimodal approach to support teacher, researcher and AI collaboration in STEM+C learning environments
Clayton Cohn, C. R. Snyder, Joyce Horn Fonteles, et al.
British Journal of Educational Technology (2024)
Open Access | Times Cited: 2
Teacher alchemy? The potential for combining digital and social methodologies in supporting learners in the humanities and social sciences
Sandra Leaton Gray, Mutlu Cukurova
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Reflective Practices and Self-Regulated Learning in Designing with Generative Artificial Intelligence: An Ordered Network Analysis
Ha Nguyen, Andy Nguyen
Journal of Science Education and Technology (2024)
Closed Access
МАТЕМАТИЧЕСКОЕ МЫШЛЕНИЕ БУДУЩИХ ИНЖЕНЕРОВ
Е.В. Борисова
Вестник Тверского государственного университета Серия Педагогика и психология (2024), Iss. 4(69), pp. 222-231
Open Access
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