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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:

Towards hybrid human‐AI learning technologies
Inge Molenaar
European Journal of Education (2022) Vol. 57, Iss. 4, pp. 632-645
Open Access | Times Cited: 82

Showing 1-25 of 82 citing articles:

State of the art and practice in AI in education
W. Holmes, Ilkka Tuomi
European Journal of Education (2022) Vol. 57, Iss. 4, pp. 542-570
Open Access | Times Cited: 281
Artificial Intelligence as a Disruptive Technology—A Systematic Literature Review
Vasile-Daniel Păvăloaia, Sabina-Cristiana Necula
Electronics (2023) Vol. 12, Iss. 5, pp. 1102-1102
Open Access | Times Cited: 106
Future of education in the era of generative artificial intelligence: Consensus among Chinese scholars on applications of ChatGPT in schools
Ming Liu, Yiling Ren, Lucy Michael Nyagoga, et al.
Future in Educational Research (2023) Vol. 1, Iss. 1, pp. 72-101
Open Access | Times Cited: 99
Impact of AI assistance on student agency
Ali Darvishi, Hassan Khosravi, Shazia Sadiq, et al.
Computers & Education (2023) Vol. 210, pp. 104967-104967
Open Access | Times Cited: 96
Investigating the Use of an Artificial Intelligence Chatbot with General Chemistry Exam Questions
Ted M. Clark
Journal of Chemical Education (2023) Vol. 100, Iss. 5, pp. 1905-1916
Closed Access | Times Cited: 87
Leading teachers' perspective on teacher-AI collaboration in education
Jinhee Kim
Education and Information Technologies (2023) Vol. 29, Iss. 7, pp. 8693-8724
Closed Access | Times Cited: 83
ChatGPT improves creative problem-solving performance in university students: An experimental study
Marek Urban, Filip Dechtěrenko, Jiří Lukavský, et al.
Computers & Education (2024) Vol. 215, pp. 105031-105031
Open Access | Times Cited: 58
Exploring students’ perspectives on Generative AI-assisted academic writing
Jinhee Kim, Seongryeong Yu, Rita Detrick, et al.
Education and Information Technologies (2024)
Open Access | Times Cited: 31
Promises and challenges of generative artificial intelligence for human learning
Lixiang Yan, Samuel Greiff, Ziwen Teuber, et al.
Nature Human Behaviour (2024) Vol. 8, Iss. 10, pp. 1839-1850
Closed Access | Times Cited: 28
Taking the next step with generative artificial intelligence: The transformative role of multimodal large language models in science education
Arne Bewersdorff, Christian Hartmann, Marie Hornberger, et al.
Learning and Individual Differences (2025) Vol. 118, pp. 102601-102601
Open Access | Times Cited: 5
Assessing student errors in experimentation using artificial intelligence and large language models: A comparative study with human raters
Arne Bewersdorff, Kathrin Seßler, Armin Baur, et al.
Computers and Education Artificial Intelligence (2023) Vol. 5, pp. 100177-100177
Open Access | Times Cited: 30
On the promise of personalized learning for educational equity
Hanna Dumont, Douglas D. Ready
npj Science of Learning (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 27
Types of teacher-AI collaboration in K-12 classroom instruction: Chinese teachers’ perspective
Jinhee Kim
Education and Information Technologies (2024) Vol. 29, Iss. 13, pp. 17433-17465
Open Access | Times Cited: 9
A comprehensive exploration of artificial intelligence competence frameworks for educators: A critical review
Tamar Mikeladze, Paulien C. Meijer, Roald P. Verhoeff
European Journal of Education (2024) Vol. 59, Iss. 3
Open Access | Times Cited: 9
The End is the Beginning is the End: The closed-loop learning analytics framework
Michael Sailer, Manuel Ninaus, Stefan E. Huber, et al.
Computers in Human Behavior (2024) Vol. 158, pp. 108305-108305
Open Access | Times Cited: 8
Advancing SRL research with artificial intelligence
Sanna Järvelä, Andy Nguyen, Inge Molenaar
Computers in Human Behavior (2023) Vol. 147, pp. 107847-107847
Closed Access | Times Cited: 18
Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance
Yizhou Fan, Luzhen Tang, Huixiao Le, et al.
British Journal of Educational Technology (2024)
Closed Access | Times Cited: 6
Supporting Self-Regulated Learning in Primary Education: Using Written Learning Guides in the Lessons
Liina Kersna, Kristjan-Julius Laak, Liina Lepp, et al.
Education Sciences (2025) Vol. 15, Iss. 1, pp. 60-60
Open Access
Secondary school students' learning persistence in human‐AI hybrid learning: The supplementary role of parental mediation
Kaige Ni, Hai Min Dai, Chris Brown
British Journal of Educational Technology (2025)
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
AI across Sectors

Cambridge University Press eBooks (2025), pp. 259-428
Open Access
Artificial Intelligence and Education
Inge Molenaar, Duuk Baten, Imre Bárd, et al.
Cambridge University Press eBooks (2025), pp. 261-282
Open Access
Lehren mit generativer KI. Eine Diskussion aktueller Rollenentwürfe und Interaktionsmodelle
Denise Biesenbach, Meike Siegfried-Laferi
Zeitschrift für Hochschulentwicklung (2025) Vol. 20, Iss. SH-KI-1, pp. 167-184
Open Access
Hochschulen zwischen künstlicher Intelligenz und möglichen Zukünften
Elke Höfler
Zeitschrift für Hochschulentwicklung (2025) Vol. 20, Iss. SH-KI-1, pp. 71-87
Open Access
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