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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:

Students’ perceptions of using ChatGPT in a physics class as a virtual tutor
Lu Ding, Tong Li, Shiyan Jiang, et al.
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 56

Showing 1-25 of 56 citing articles:

Empowering ChatGPT with guidance mechanism in blended learning: effect of self-regulated learning, higher-order thinking skills, and knowledge construction
Hsin‐Yu Lee, Pei-Hua Chen, Wei‐Sheng Wang, et al.
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 31
Generative Artificial Intelligence in Higher Education: Exploring Ways of Harnessing Pedagogical Practices with the Assistance of ChatGPT
Κλεοπάτρα Νικολοπούλου
Deleted Journal (2024) Vol. 1, Iss. 2, pp. 103-111
Open Access | Times Cited: 25
Engineering Students’ Initial Use Schemes of ChatGPT as an Instrument for Learning
Zeger-jan Kock, Ulises Salinas-Hernández, Birgit Pepin
Digital Experiences in Mathematics Education (2025)
Open Access | Times Cited: 1
ChatGPT in the higher education: A systematic literature review and research challenges
Maria Ijaz Baig, Elaheh Yadegaridehkordi
International Journal of Educational Research (2024) Vol. 127, pp. 102411-102411
Open Access | Times Cited: 11
Using Generative AI Systems for Critical Thinking Engagement in an Advanced Chemistry Course: A Case Study
Harry E. Pence, Greta Hightower, Jackson Forlenza, et al.
Journal of Chemical Education (2024) Vol. 101, Iss. 9, pp. 3789-3794
Closed Access | Times Cited: 6
Using explainable AI to unravel classroom dialogue analysis: Effects of explanations on teachers' trust, technology acceptance and cognitive load
Deliang Wang, Cunling Bian, Gaowei Chen
British Journal of Educational Technology (2024) Vol. 55, Iss. 6, pp. 2530-2556
Open Access | Times Cited: 5
Generative artificial intelligence and sustainable higher education: Mapping the potential
Κλεοπάτρα Νικολοπούλου
Journal of Digital Educational Technology (2025) Vol. 5, Iss. 1, pp. ep2506-ep2506
Closed Access
Can ChatGPT Pass a Physics Test?
Gita Rēvalde, Madi Zholdakhmet, Anda Abola, et al.
Technology Knowledge and Learning (2025)
Open Access
Attitude Mining Toward Generative Artificial Intelligence in Education: The Challenges and Responses for Sustainable Development in Education
Yating Wen, Xiaodong Zhao, Xingguo Li, et al.
Sustainability (2025) Vol. 17, Iss. 3, pp. 1127-1127
Open Access
University students’ perceptions of using generative AI in translation practices
Wenkang Zhang, Wentao Li, Chenze Wu
Instructional Science (2025)
Open Access
Integrating generative artificial intelligence in the design of scientific inquiry for middle school students
Taeho Min, Bongwoo Lee, Hunkoog Jho
Education and Information Technologies (2025)
Closed Access
Evaluating large language models in high school physics education: addressing misconceptions and fostering conceptual understanding
Rabih Kahaleh, Víctor López
Physics Education (2025) Vol. 60, Iss. 2, pp. 025013-025013
Closed Access
ChatGPT in Academia: University Students’ Attitudes Towards the use of ChatGPT and Plagiarism
Balázs Fajt, Emese Schiller
Journal of Academic Ethics (2025)
Open Access
Unlocking Insights: Investigating Student AI Tutor Interactions in a Large Introductory STEM Course
J. M. Russell, Anna Marie Smith, Salim George, et al.
(2025), pp. 451-461
Closed Access
GRADERS OF THE FUTURE: COMPARING THE CONSISTENCY AND ACCURACY OF GPT4 AND PRE-SERVICE TEACHERS IN PHYSICS ESSAY QUESTION ASSESSMENTS
XU Yu-bin, Lin Liu, Jianwen Xiong, et al.
Journal of Baltic Science Education (2025) Vol. 24, Iss. 1, pp. 187-207
Open Access
From Prompt to Polished: Exploring Student–Chatbot Interactions for Academic Writing Assistance
Maya Usher, Meital Amzalag
Education Sciences (2025) Vol. 15, Iss. 3, pp. 329-329
Open Access
The Role of Generative AI in Revolutionizing Healthcare, Education, and Finance: A Mini Review
Vivek Mishra, Aayush Bharat Mandavia, Gaston O. Adoyo, et al.
International Journal of Advanced Research in Science Communication and Technology (2025), pp. 165-178
Open Access
A Call for Clarity: Biology Students Advocate for Guidelines for the Use of Generative AI in Higher Education
Raquel Coelho, Anne E. Bjune, Ståle Ellingsen, et al.
Journal of Science Education and Technology (2025)
Closed Access
An exploration of preservice teachers’ perceptions of Generative AI: Applying the technological Acceptance Model
Shuling Yang, Carin Appleget
Journal of Digital Learning in Teacher Education (2024) Vol. 40, Iss. 3, pp. 159-172
Closed Access | Times Cited: 4
Development of an AI literacy assessment for non-technical individuals: What do teachers know?
Lu Ding, Sohee Kim, R. Allan Allday
Contemporary Educational Technology (2024) Vol. 16, Iss. 3, pp. ep512-ep512
Open Access | Times Cited: 3
Grading exams using large language models: A comparison between human and AI grading of exams in higher education using ChatGPT
Jonas Flodén
British Educational Research Journal (2024)
Open Access | Times Cited: 3
Exploring user perceptions: The impact of ChatGPT on high school students' physics understanding and learning
Muhammad Fadillah, Usmeldi Usmeldi, Lufri Lufri, et al.
Advances in Mobile Learning Educational Research (2024) Vol. 4, Iss. 2, pp. 1197-1207
Open Access | Times Cited: 3
Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies
Ruiqi Deng, Mingyu Jiang, Xiao Yu, et al.
Computers & Education (2024), pp. 105224-105224
Open Access | Times Cited: 2
AI Study Partner : Development of an LLM and Gen AI-Enhanced Study Assistant Tool
P Jayavardhini
INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT (2024) Vol. 08, Iss. 03, pp. 1-5
Open Access | Times Cited: 2
Students’ Perspectives on the Application of a Generative Pre-Trained Transformer (GPT) in Chemistry Learning: A Case Study in Indonesia
Ananta Ardyansyah, Agung Budhi Yuwono, Sri Rahayu, et al.
Journal of Chemical Education (2024) Vol. 101, Iss. 9, pp. 3666-3675
Closed Access | Times Cited: 2
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