Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Teach AI How to Code: Using Large Language Models as Teachable Agents for Programming Education
Hyoungwook Jin, Seong Hee Lee, Hyungyu Shin, et al.
(2024), pp. 1-28
Open Access | Times Cited: 13

Showing 13 citing articles:

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
Students’ perceived roles, opportunities, and challenges of a generative AI-powered teachable agent: a case of middle school math class
Yukyeong Song, Jinhee Kim, Zifeng Liu, et al.
Journal of Research on Technology in Education (2025), pp. 1-19
Open Access | Times Cited: 1
Beyond the Hype: A Comprehensive Review of Current Trends in Generative AI Research, Teaching Practices, and Tools
James Prather, Juho Leinonen, Natalie Kiesler, et al.
(2025), pp. 300-338
Open Access | Times Cited: 1
Generative Students: Using LLM-Simulated Student Profiles to Support Question Item Evaluation
Xinyi Lu, Xu Wang
(2024), pp. 16-27
Open Access | Times Cited: 5
Use of ChatBots in Programming Education: A Scoping Review
João Victor Barbosa Alves, Yanna Torres Gonçalves, H. Silva
(2024), pp. 1744-1755
Closed Access
Risk management strategy for generative AI in computing education: how to handle the strengths, weaknesses, opportunities, and threats?
Niklas Humble
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access
A Personalized Education Chatbot for the Novice Programmers in Action
Matej Ondov, Tomáš Kormaník, Jaroslav Porubän
(2024), pp. 264-268
Closed Access
TreeQuestion: Assessing Conceptual Learning Outcomes with LLM-Generated Multiple-Choice Questions
Zirui Cheng, J. Xu, Haojian Jin
Proceedings of the ACM on Human-Computer Interaction (2024) Vol. 8, Iss. CSCW2, pp. 1-29
Open Access
Student-AI Interaction: A Case Study of CS1 students
Matin Amoozadeh, Daye Nam, Daniel Prol, et al.
(2024), pp. 1-13
Open Access
Identify Design Problems Through Questioning: Exploring Role-playing Interactions with Large Language Models to Foster Design Questioning Skills
Hyunseung Lim, Dasom Choi, Hwajung Hong
(2024), pp. 598-602
Open Access
The Future of Learning: Large Language Models through the Lens of Students
H. Zhang, Jingyi Xie, Chuhao Wu, et al.
(2024), pp. 12-18
Closed Access
Tailoring Your Code Companion: Leveraging LLMs and RAG to Develop a Chatbot to Support Students in a Programming Course
Carlos Alario‐Hoyos, Rebiha Kemcha, Carlos Delgado Kloos, et al.
(2024), pp. 1-8
Closed Access
Directions for using Generative Artificial Intelligence in Introductory Programming
M. S. Dolinsky
WSEAS TRANSACTIONS ON COMPUTERS (2024) Vol. 23, pp. 262-269
Open Access
Page 1

Scroll to top