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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:

Dialogue with a conversational agent promotes children’s story comprehension via enhancing engagement
Ying Xu, Joseph Aubele, Valery Vigil, et al.
Child Development (2021) Vol. 93, Iss. 2
Open Access | Times Cited: 54

Showing 1-25 of 54 citing articles:

Beyond ChatGPT: A conceptual framework and systematic review of speech-recognition chatbots for language learning
Jaeho Jeon, Seongyong Lee, Hohsung Choe
Computers & Education (2023) Vol. 206, pp. 104898-104898
Closed Access | Times Cited: 104
Comparing the quality of human and ChatGPT feedback of students’ writing
Jacob Steiss, Tamara Tate, Steve Graham, et al.
Learning and Instruction (2024) Vol. 91, pp. 101894-101894
Open Access | Times Cited: 80
A systematic review of research on speech-recognition chatbots for language learning: Implications for future directions in the era of large language models
Jaeho Jeon, Seongyong Lee, Seongyune Choi
Interactive Learning Environments (2023) Vol. 32, Iss. 8, pp. 4613-4631
Closed Access | Times Cited: 63
The Handbook on Socially Interactive Agents
Birgit Lugrin, Catherine Pélachaud, David Traum
ACM eBooks (2022)
Closed Access | Times Cited: 36
“Rosita Reads With My Family”: Developing A Bilingual Conversational Agent to Support Parent-Child Shared Reading
Ying Xu, Kunlei He, Valery Vigil, et al.
(2023)
Open Access | Times Cited: 16
Does Chatting with Chatbots Improve Language Learning Performance? A Meta-Analysis of Chatbot-Assisted Language Learning
Feifei Wang, Alan Cheung, Amanda Neitzel, et al.
Review of Educational Research (2024)
Closed Access | Times Cited: 6
Conversational agents in language learning
Feiwen Xiao, Priscilla Zhao, Hanyue Sha, et al.
Journal of China Computer-Assisted Language Learning (2023) Vol. 4, Iss. 2, pp. 300-325
Open Access | Times Cited: 14
Chatbot dialogic reading boosts comprehension for Chinese kindergarteners with higher language skills
Xi Cheng, Li Yin, Chaochao Lin, et al.
Journal of Experimental Child Psychology (2024) Vol. 240, pp. 105842-105842
Closed Access | Times Cited: 5
Mathemyths: Leveraging Large Language Models to Teach Mathematical Language through Child-AI Co-Creative Storytelling
Chao Zhang, X. Liu, Katherine Ziska, et al.
(2024), pp. 1-23
Open Access | Times Cited: 5
Understanding users' voice assistant exploration intention: unraveling the differential mechanisms of the multiple dimensions of perceived intelligence
Yiming Zhao, Yu-Shan Chen, Yongqiang Sun, et al.
Internet Research (2024) Vol. 34, Iss. 6, pp. 2096-2122
Closed Access | Times Cited: 5
“Elinor’s Talking to Me!”:Integrating Conversational AI into Children’s Narrative Science Programming
Ying Xu, Valery Vigil, Andres S. Bustamante, et al.
CHI Conference on Human Factors in Computing Systems (2022)
Open Access | Times Cited: 20
Face-to-face vs. screen-based dialogic reading: a comparative study on language skills in preschool children
Meirav Hen, Neomi Deri, Niva Dolev
Early Child Development and Care (2025), pp. 1-16
Open Access
Exploring parent involvement in e-book joint reading with voice agents
Daniel Vargas-Díaz, Jisun Kim, Sulakna Karunaratna, et al.
International Journal of Human-Computer Studies (2025), pp. 103461-103461
Closed Access
From Turing’s conception of machine intelligence to the evolution of AI in early childhood education: conceptual, empirical, and practical insights
Jennifer J. Chen
(2025) Vol. 1, Iss. 1
Open Access
Promoting Parent-Child Shared Reading with a Bilingual Conversational Agent
Kunlei He, Kelsyann Cervera, Julian Levine, et al.
International Journal of Human-Computer Studies (2025), pp. 103489-103489
Closed Access
Türkçe Eğitiminde Yapay Zekâ Kullanımı: Türkçe Eğitimcileri Yapay Zekâ Hakkında Ne Düşünüyor?
Efecan KARAGÖL, Dilek Yıldırım
Ana Dili Eğitimi Dergisi (2025) Vol. 13, Iss. 2, pp. 336-354
Open Access
School Children Theories on ChatGPT: Educational Perspectives of the Implementation of Artificial Intelligence in Social Robots
Angela Balzotti, Rosa Gallelli, Pasquale Renna, et al.
Studies in computational intelligence (2025), pp. 105-148
Closed Access
Opportunities to Talk Matter in Shared Reading: The Mediating Roles of Children’s Engagement and Verbal Participation in Narrative Listening Comprehension
Janne Lepola, Anu Kajamies, Eero Laakkonen, et al.
Early Education and Development (2023) Vol. 34, Iss. 8, pp. 1896-1918
Open Access | Times Cited: 9
MathKingdom: Teaching Children Mathematical Language Through Speaking at Home via a Voice-Guided Game
Wenjie Xu, Jiayi Ma, Jiayu Yao, et al.
(2023), pp. 1-14
Closed Access | Times Cited: 9
Can learners benefit from chatbots instead of humans? A systematic review of human-chatbot comparison research in language education
Jaeho Jeon, Seongyong Lee
Education and Information Technologies (2024)
Closed Access | Times Cited: 3
Exploring the effect of dialogic reading on children with autism spectrum disorder: Do siblings promote their language development?
Ruoxuan Xu, Yang Dong, Gelin Xia, et al.
Journal of Applied Developmental Psychology (2024) Vol. 94, pp. 101701-101701
Closed Access | Times Cited: 3
"When He Feels Cold, He Goes to the Seahorse"—Blending Generative AI into Multimaterial Storymaking for Family Expressive Arts Therapy
D Liu, Hanqing Zhou, Pengcheng An
(2024), pp. 1-21
Open Access | Times Cited: 2
From Command to Care: A Scoping Review on Utilization of Smart Speakers by Patients and Providers
Rishi Kanth Saripalle, Ravi S Patel
Mayo Clinic Proceedings Digital Health (2024) Vol. 2, Iss. 2, pp. 207-220
Open Access | Times Cited: 2
Contingent interaction with a television character promotes children's science learning and engagement
Ying Xu, Valery Vigil, Andres S. Bustamante, et al.
Journal of Applied Developmental Psychology (2022) Vol. 81, pp. 101439-101439
Open Access | Times Cited: 11
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