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:

An expectancy value theory (EVT) based instrument for measuring student perceptions of generative AI
Cecilia Ka Yuk Chan, Wenxin Zhou
Smart Learning Environments (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 24

Showing 24 citing articles:

Latent profiles of AI learning conditions among university students: Implications for educational intentions
Izida I. Ishmuradova, Alexey A. Chistyakov, Tatyana Anatolievna Brodskaya, et al.
Contemporary Educational Technology (2025) Vol. 17, Iss. 2, pp. ep565-ep565
Closed Access | Times Cited: 1
A systematic literature review on the application of generative artificial intelligence (GAI) in teaching within higher education: Instructional contexts, process, and strategies
Peijun Wang, Yuhui Jing, Shusheng Shen
The Internet and Higher Education (2025), pp. 100996-100996
Closed Access | Times Cited: 1
A systematic review of AI literacy scales
Tomáš Lintner
npj Science of Learning (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 13
Will generative AI replace teachers in higher education? A study of teacher and student perceptions
Cecilia Ka Yuk Chan, Louisa H.Y. Tsi
Studies In Educational Evaluation (2024) Vol. 83, pp. 101395-101395
Closed Access | Times Cited: 13
Impacts of Generative Artificial Intelligence in Higher Education: Research Trends and Students’ Perceptions
Sandra Saúde, João Paulo Barros, Inês Almeida
Social Sciences (2024) Vol. 13, Iss. 8, pp. 410-410
Open Access | Times Cited: 11
Exploring the impact of integrating AI tools in higher education using the Zone of Proximal Development
Lianyu Cai, Msafiri Mgambi Msambwa, Daniel Kangwa
Education and Information Technologies (2024)
Closed Access | Times Cited: 8
How understanding the limitations and risks of using ChatGPT can contribute to willingness to use
Ghadah Al Murshidi, Galina Shulgina, Anastasia Kapuza, et al.
Smart Learning Environments (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 6
Uncovering personalized L2 motivation and self-regulation in ChatGPT-assisted language learning: A hybrid PLS-SEM-ANN approach
Amir Reza Rahimi, Mahshad Sheyhkholeslami, Ali Mahmoudi Pour
Computers in Human Behavior Reports (2024) Vol. 17, pp. 100539-100539
Closed Access | Times Cited: 6
Generative AI and Higher Education: Trends, Challenges, and Future Directions from a Systematic Literature Review
Jo�ão Batista, Anabela Mesquita, Gonçalo Carnaz
Information (2024) Vol. 15, Iss. 11, pp. 676-676
Open Access | Times Cited: 5
Teachers' AI Readiness in Chinese as a Foreign Language Education: Scale Development and Validation
Nuoen Li, Yu Liang
System (2025), pp. 103597-103597
Closed Access
Exploring Health Sciences Students' Perspectives on Using Generative Artificial Intelligence in Higher Education: A Qualitative Study
Mirna Fawaz, Wassim El Malti, Salman M. Alreshidi, et al.
Nursing and Health Sciences (2025) Vol. 27, Iss. 1
Closed Access
Can Generative AI Revolutionise Academic Skills Development in Higher Education? A Systematic Literature Review
Daniel Kangwa, Msafiri Mgambi Msambwa, Zhang Wen
European Journal of Education (2025) Vol. 60, Iss. 1
Open Access
Balancing innovation and ethics: promote academic integrity through support and effective use of GenAI tools in higher education
Daniel Kangwa, Msafiri Mgambi Msambwa, Antony Fute
AI and Ethics (2025)
Closed Access
Developing a foundation for the informational needs of generative AI users through the means of established interdisciplinary relationships
Evan Fruehauf, Andrew Beman-Cavallaro, LeEtta Schmidt
The Journal of Academic Librarianship (2024) Vol. 50, Iss. 3, pp. 102876-102876
Closed Access | Times Cited: 2
An Investigation of the Drivers of Novice Programmers' Intentions to Use Web Search and GenAI
James Skripchuk, John Bacher, Thomas Price
(2024), pp. 487-501
Closed Access | Times Cited: 2
Generative Artificial Intelligence (ChatGPT‐4) and Social Media Impact on Academic Performance and Psychological Well‐Being in China's Higher Education
Muhammad Farrukh Shahzad, Shuo Xu, Huizheng Liu, et al.
European Journal of Education (2024)
Closed Access | Times Cited: 2
Students’ perceptions of ‘AI-giarism’: investigating changes in understandings of academic misconduct
Cecilia Ka Yuk Chan
Education and Information Technologies (2024)
Open Access | Times Cited: 1
Exploring the Role of Generative AI Awareness in Shaping Student Perceptions
Simi Simon, Samyuktha Paliathuparambil Suresh, Santhosh Nithyananda, et al.
Contributions to finance and accounting (2024), pp. 519-531
Closed Access | Times Cited: 1
Exploring socio-cultural influences on generative AI engagement in Nigerian higher education: an activity theory analysis
Aniekan Essien, Adewale Salami, Olubunmi Ajala, et al.
Smart Learning Environments (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 1
ChatGPT Adoption in Marketing: Exploring Drivers and Barriers through Behavioral Reasoning Theory
Moein Aminifard, Vahid Makizadeh, Reza Ahmadi Kahnali, et al.
International Journal of Human-Computer Interaction (2024), pp. 1-17
Closed Access
AI Literacy Framework and Strategies for Implementation in Developing Nations
Krishna Chaitanya Rao Kathala, Shashank Palakurthi
(2024), pp. 418-422
Closed Access
Students’ participation in transnational higher education: motivations for choosing a short-term study abroad programme
Xu Liu, Xiantong Zhao, Yanhao Xiong, et al.
Compare A Journal of Comparative and International Education (2024), pp. 1-20
Closed Access
Can Generative Artificial Intelligence Drive Sustainable Behavior? A Consumer Adoption Model for Ai-Driven Recommendations
Andri Dayarana K. Silalahi
(2024)
Closed Access
Understanding Student Attitudes toward GenAI Tools: A Comparative Study of Serbia and Austria
Slobodan Adžić, Elizaveta S. Farennikova, Elizaveta S. Farennikova, et al.
International Journal of Cognitive Research in Science Engineering and Education (2024) Vol. 12, Iss. 3, pp. 583-611
Open Access
Page 1

Scroll to top