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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 1-25 of 29 citing articles:

The role of learning theory in multimodal learning analytics
Michail N. Giannakos, Mutlu Cukurova
British Journal of Educational Technology (2023) Vol. 54, Iss. 5, pp. 1246-1267
Open Access | Times Cited: 35
Dissecting learning tactics in MOOC using ordered network analysis
Yizhou Fan, Yuanru Tan, Mladen Raković, et al.
Journal of Computer Assisted Learning (2022) Vol. 39, Iss. 1, pp. 154-166
Open Access | Times Cited: 29
Analytics of self-regulated learning scaffolding: effects on learning processes
Tongguang Li, Yizhou Fan, Yuanru Tan, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 13
Measuring Affective and Motivational States as Conditions for Cognitive and Metacognitive Processing in Self-Regulated Learning
Mladen Raković, Yuheng Li, Navid Mohammadi Foumani, et al.
(2024), pp. 701-712
Open Access | Times Cited: 5
How educational chatbots support self-regulated learning? A systematic review of the literature
Rui Guan, Mladen Raković, Guanliang Chen, et al.
Education and Information Technologies (2024)
Open Access | Times Cited: 5
Self-regulated Learning Processes in Secondary Education: A Network Analysis of Trace-based Measures
Yixin Cheng, Rui Guan, Tongguang Li, et al.
(2025), pp. 260-271
Open Access
Measuring secondary education students' self-regulated learning processes with digital trace data
Joni Lämsä, Susanne de Mooij, Olli Aksela, et al.
Learning and Individual Differences (2025) Vol. 118, pp. 102625-102625
Open Access
Investigating Self-Regulated Learning Measurement Based on Trace Data: A Systematic Literature Review
Amine Boulahmel, Fahima Djelil, Grégory Smits
Technology Knowledge and Learning (2025)
Closed Access
Analytics of Temporal Patterns of Self-regulated Learners: A Time Series Approach
Saleh Ramadhan Alghamdi, Mladen Raković, Kaixun Yang, et al.
(2025), pp. 283-292
Closed Access
The Effect of Sequential Transition of Self-Regulated Learning Processes on Performance: Insights from Ordered Network Analysis
Linxuan Zhao, Mladen Raković, Elizabeth B. Cloude, et al.
(2025), pp. 516-526
Closed Access
Analysis of exploratory behaviour: A step towards modelling of curiosity
Joe Tang, Andrew Gibson, Peter Bruza
(2025), pp. 690-701
Closed Access
The Impact of Motivation-Driven Visualization Feedback on Self-Regulated Learning: An Empirical Study
Xiaoqing Xu, Nuo Cheng, Jinhong Tao, et al.
The Asia-Pacific Education Researcher (2025)
Closed Access
Transferring effective learning strategies across learning contexts matters: A study in problem-based learning
Mohammed Saqr, Wannisa Matcha, Nora’ayu Ahmad Uzir, et al.
Australasian Journal of Educational Technology (2023), pp. 35-57
Open Access | Times Cited: 8
Multimodal learning analytics for assessing teachers’ self-regulated learning in planning technology-integrated lessons in a computer-based environment
Lingyun Huang, Tenzin Doleck, Boyin Chen, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 12, pp. 15823-15843
Closed Access | Times Cited: 7
Measurement of Self-regulated Learning: Strategies for mapping trace data to learning processes and downstream analysis implications
Ikenna Osakwe, Guanliang Chen, Yizhou Fan, et al.
(2024), pp. 563-575
Open Access | Times Cited: 2
Towards prescriptive analytics of self‐regulated learning strategies: A reinforcement learning approach
Ikenna Osakwe, Guanliang Chen, Yizhou Fan, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1747-1771
Open Access | Times Cited: 1
Explaining trace‐based learner profiles with self‐reports: The added value of psychological networks
Jelena Jovanović, Dragan Gašević, Lixiang Yan, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 4, pp. 1481-1499
Closed Access | Times Cited: 1
Secondary School Students’ Enacted Self-Regulated Learning Strategies in a Computer-Based Writing Task–Insights from Digital Trace Data and Interviews
Olli Aksela, Joni Lämsä, Sanna Järvelä
Technology Knowledge and Learning (2024)
Open Access | Times Cited: 1
Network Analytics to Unveil Links of Learning Strategies, Time Management, and Academic Performance in a Flipped Classroom
Mladen Raković, Nora’ayu Ahmad Uzir, Wannisa Matcha, et al.
Journal of Learning Analytics (2023) Vol. 10, Iss. 3, pp. 64-86
Open Access | Times Cited: 2
The response of biology education program students to differentiated learning as the implementation of independent learning that supports creativity
Ika Sukmawati, Setiyo Prajoko, Muhammad Radian Nur Alamsyah
AIP conference proceedings (2024) Vol. 3116, pp. 070002-070002
Open Access
Mining Discriminative Sequential Patterns of Self-regulated Learners
Amine Boulahmel, Fahima Djelil, Jean-Marie Gilliot, et al.
Lecture notes in computer science (2024), pp. 137-149
Closed Access
Navigating Self-regulated Learning Dimensions: Exploring Interactions Across Modalities
Paola Mejia-Domenzain, Tanya Nazaretsky, Simon Schultze, et al.
Lecture notes in computer science (2024), pp. 104-118
Closed Access
The relationship between students' self‐regulated learning behaviours and problem‐solving efficiency in technology‐rich learning environments
Tingting Wang, Alejandra Ruiz‐Segura, Shan Li, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 6, pp. 2886-2900
Closed Access
Exploration of the online learners’ actions: A sequence mining approach
Rusada Natthaphatwirata, Wannisa Matcha
Online Journal of Communication and Media Technologies (2024) Vol. 14, Iss. 4, pp. e202446-e202446
Open Access
Dropout is not always a failure! Exploration on the prior knowledge and learning behaviors of MOOC learners
Wannisa Matcha, Rusada Natthaphatwirata, Nora’ayu Ahmad Uzir, et al.
Journal of Computers in Education (2024)
Closed Access
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