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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:

Can Students without Prior Knowledge Use ChatGPT to Answer Test Questions? An Empirical Study
Abdulhadi Shoufan
ACM Transactions on Computing Education (2023) Vol. 23, Iss. 4, pp. 1-29
Closed Access | Times Cited: 26

Showing 1-25 of 26 citing articles:

A Systematic Review of the Limitations and Associated Opportunities of ChatGPT
Ngo Cong-Lem, Ali Soyoof, Diki Tsering
International Journal of Human-Computer Interaction (2024), pp. 1-16
Open Access | Times Cited: 24
Computer Science Education in ChatGPT Era: Experiences from an Experiment in a Programming Course for Novice Programmers
Tomaž Kosar, Dragana Ostojić, Yu David Liu, et al.
Mathematics (2024) Vol. 12, Iss. 5, pp. 629-629
Open Access | Times Cited: 17
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
Unveiling the Dark Side of ChatGPT: Exploring Cyberattacks and Enhancing User Awareness
Moatsum Alawida, Bayan Abu Shawar, Oludare Isaac Abiodun, et al.
Information (2024) Vol. 15, Iss. 1, pp. 27-27
Open Access | Times Cited: 13
Emerging Dynamics of ChatGPT in Academia: A Scoping Review
Mehul Mahrishi, Asad Abbas, Danica Radovanović
Journal of University Teaching and Learning Practice (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 7
AI in the classroom: Exploring students’ interaction with ChatGPT in programming learning
Hacer Güner, Erkan Er
Education and Information Technologies (2025)
Open Access
Chatbots in education: Hype or help? A meta-analysis
Martin Laun, Fabian Wolff
Learning and Individual Differences (2025) Vol. 119, pp. 102646-102646
Open Access
ChatGPT, the perfect virtual teaching assistant? Ideological bias in learner-chatbot interactions
Margo Van Poucke
Computers & composition/Computers and composition (2024) Vol. 73, pp. 102871-102871
Open Access | Times Cited: 4
Guidelines for the Evolving Role of Generative AI in Introductory Programming Based on Emerging Practice
Joyce Mahon, Brian Mac Namee, Brett A. Becker
(2024), pp. 10-16
Closed Access | Times Cited: 4
The Promise and Pitfalls: A Literature Review of Generative Artificial Intelligence as a Learning Assistant in ICT Education
Ritesh Chugh, Darren Turnbull, Ahsan Morshed, et al.
Computer Applications in Engineering Education (2025) Vol. 33, Iss. 2
Open Access
Does Generative AI Help in Learning Programming: Students’ Perceptions, Reported Use and Relation to Performance
Marina Lepp, Joosep Kaimre
Computers in Human Behavior Reports (2025), pp. 100642-100642
Open Access
Understanding behavioral intentions of UG and PG students in Tier II Indian cities toward AI-technology adoption in higher education: a mixed-methods approach using the SOR model
Prashant Dev Yadav, Vikas Madhukar, Ankit Dhamija, et al.
Cogent Social Sciences (2025) Vol. 11, Iss. 1
Open Access
Exploring Human-Centered Approaches in Generative AI and Introductory Programming Research: A Scoping Review
Irene Stone
(2024), pp. 1-7
Closed Access | Times Cited: 2
Young Children and ChatGPT: Parents' Use of ChatGPT in Parenting
Shuang Quan, Yao Du, Yi Ding
(2024), pp. 1-7
Open Access | Times Cited: 1
Unveiling the Dark Side of ChatGPT: Exploring Cyberattacks and Enhancing User Awareness
Moatsum Alawida, Bayan Abu Shawar, Oludare Isaac Abiodun, et al.
(2023)
Open Access | Times Cited: 3
Investigating the Effects of ChatGPT on Student Learning in Programming Courses
Mehran Andalibi, Heather Marriott, Oyku Eren Ozsoy
(2024)
Open Access
Who’s Helping Who? When Students Use ChatGPT to Engage in Practice Lab Sessions
Jérôme Brender, Laila El‐Hamamsy, Francesco Mondada, et al.
Lecture notes in computer science (2024), pp. 235-249
Closed Access
Experiences and Proposals of Use of Generative AI in Advanced Software Courses
Daniel Palacios‐Alonso, Jaime Urquiza‐Fuentes, J. Ángel Velázquez‐Iturbide, et al.
2022 IEEE Global Engineering Education Conference (EDUCON) (2024), pp. 1-10
Closed Access
How Students Learn by Validating ChatGPT Responses
Chrysanthi N. Βekiari, Stavros Demetriadis
Communications in computer and information science (2024), pp. 42-52
Closed Access
Suggestions for Incorporating Artificial Intelligence in Ph.D. Student Training in the Field of Accounting
Alisa G. Brink, Benjamin Chapin, Bernhard Erich Reichert, et al.
(2024)
Closed Access
Looping In: Exploring Feedback Strategies to Motivate Human Engagement in Interactive Machine Learning
Hyorim Shin, Jeongeun Park, J. Yu, et al.
International Journal of Human-Computer Interaction (2024), pp. 1-18
Closed Access
An empirical study to understand how students use ChatGPT for writing essays and how it affects their ownership
Andrew Jelson, Sang Won Lee
(2024), pp. 26-30
Closed Access
Exploring the AI–Human Interface for Personalized Learning in a Chemical Context
Ted M. Clark, Nicolas Tafini
Journal of Chemical Education (2024) Vol. 101, Iss. 11, pp. 4916-4923
Closed Access
Comparing the performance of ChatGPT-3.5-Turbo, ChatGPT-4, and Google Bard with Iranian students in pre-internship comprehensive exams
Soolmaz Zare, Soheil Vafaeian, Mitra Amini, et al.
Scientific Reports (2024) Vol. 14, Iss. 1
Open Access
“Ok Pal, we have to code that now”: interaction patterns of programming beginners with a conversational chatbot
Alina Mailach, Dominik Gorgosch, Norbert Siegmund, et al.
Empirical Software Engineering (2024) Vol. 30, Iss. 1
Closed Access
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