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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:

ChatGPT and higher education assessments: More opportunities than concerns?
Kelum A. A. Gamage, Shyama C. P. Dehideniya, Zhiheng Xu, et al.
Journal of Applied Learning & Teaching (2023) Vol. 6, Iss. 2
Open Access | Times Cited: 26

Showing 1-25 of 26 citing articles:

Integrating the adapted UTAUT model with moral obligation, trust and perceived risk to predict ChatGPT adoption for assessment support: A survey with students
Chung Yee Lai, Kwok Yip Cheung, Chee Seng Chan, et al.
Computers and Education Artificial Intelligence (2024) Vol. 6, pp. 100246-100246
Open Access | Times Cited: 15
Higher education students’ perceptions of ChatGPT: A global study of early reactions
Dejan Ravšelj, Damijana Keržič, Nina Tomaževič, et al.
PLoS ONE (2025) Vol. 20, Iss. 2, pp. e0315011-e0315011
Open Access | Times Cited: 2
Artificial intelligence in higher education. A protocol paper for a systematic literature review
Fadhil Mohamed Mohamed Ismail, Eunice Tan, Jürgen Rudolph, et al.
Journal of Applied Learning & Teaching (2023) Vol. 6, Iss. 2
Open Access | Times Cited: 23
Exploring graduate students’ perception and adoption of AI chatbots in Zimbabwe: Balancing pedagogical innovation and development of higher-order cognitive skills

Journal of Applied Learning & Teaching (2024) Vol. 7, Iss. 1
Open Access | Times Cited: 10
The impact of students’ use of ChatGPT on their research skills: The mediating effects of autonomous motivation, engagement, and self-directed learning
Yi Li, Ghulfam Sadiq, Ghulam Qambar, et al.
Education and Information Technologies (2024)
Closed Access | Times Cited: 10
Bibliometric Overview of ChatGPT: New Perspectives in Social Sciences
Marian Oliński, Krzysztof Krukowski, Kacper Sieciński
Publications (2024) Vol. 12, Iss. 1, pp. 9-9
Open Access | Times Cited: 8
AI and ethics: Investigating the first policy responses of higher education institutions to the challenge of generative AI
Attila Dabis, Csaba Csáki
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 8
Widen the debate: What is the academic community’s perception on ChatGPT?
Ying-Ying Jiang, Lindai Xie, Guohui Lin, et al.
Education and Information Technologies (2024) Vol. 29, Iss. 15, pp. 20181-20200
Open Access | Times Cited: 6
University Teachers’ Views on the Adoption and Integration of Generative AI Tools for Student Assessment in Higher Education
Zuheir N. Khlaif, Abed Alkarim Ayyoub, Bilal Hamamra, et al.
Education Sciences (2024) Vol. 14, Iss. 10, pp. 1090-1090
Open Access | Times Cited: 6
Reassessing academic integrity in the age of AI: A systematic literature review on AI and academic integrity
Himendra Balalle, Sachini Pannilage
Social Sciences & Humanities Open (2025) Vol. 11, pp. 101299-101299
Open Access
Librarians’ awareness, acceptability, and application of artificial intelligence in academic research libraries. Multigroup analysis via PLS‒SEM
Imelda Barong Edam-Agbor, Faith Sylvester Orim, Usani Joseph Ofem, et al.
Social Sciences & Humanities Open (2025) Vol. 11, pp. 101333-101333
Open Access
Reconfiguring History Teachers’ Assessment Practices in the Context of ChatGPT: Charting the New Terrain
Pfuurai Chimbunde, Boitumelo Moreeng
TechTrends (2025)
Open Access
Cultivating independent thinkers: The triad of artificial intelligence, Bloom’s taxonomy and critical thinking in assessment pedagogy
Anitia Lubbe, Elma Marais, Donnavan Kruger
Education and Information Technologies (2025)
Open Access
Rethinking Higher Education Teaching and Assessment In-Line with AI Innovations: A Systematic Review and Meta-Analysis
Joanne Nabwire Lyanda, Salmon Owidi, Aggrey Mukasa Simiyu
African Journal of Empirical Research (2024) Vol. 5, Iss. 3, pp. 325-335
Open Access | Times Cited: 3
Academic integrity and the use of ChatGPT by EFL pre-service teachers
Mohamad Ahmad Saleem Khasawneh
Journal of Infrastructure Policy and Development (2024) Vol. 8, Iss. 7, pp. 4783-4783
Open Access | Times Cited: 2
AI-resistant assessments in higher education: practical insights from faculty training workshops
Wejdan Awadallah Alkouk, Zuheir N. Khlaif
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
The False Sense of Achievement
Edyta Kostanek, Fujia Li
Advances in educational marketing, administration, and leadership book series (2024), pp. 33-58
Closed Access | Times Cited: 1
On feedback from bots: Intelligence tests and teaching writing

Journal of Applied Learning & Teaching (2024) Vol. 7, Iss. 2
Open Access | Times Cited: 1
A nagy nyelvi modellek felsőoktatásra, valamint kis- és középvállalkozásokra gyakorolt hatásának értékelése adatvédelmi szempontból
István Sabjanics
Scientia et Securitas (2024) Vol. 4, Iss. 2, pp. 90-97
Open Access
Drivers and barriers to academic instructors’ willingness to adopt student-generated online quiz games as an assessment method
Hagit Meishar‐Tal, Meital Amzalag, Jenny Persi, et al.
Active Learning in Higher Education (2024)
Closed Access
University Student Readiness and Academic Integrity in Using ChatGPT and AI Tools for Assessments
Kee-Man Chuah, Bambang Sumintono
Lecture notes in educational technology (2024), pp. 69-88
Closed Access
Perception About Usage of GAI Tools in Teaching and Research by Teachers and Students in Higher Education Institutions
Suresh Chinna, Sunkesula Mahammad Ali, V. Devaki
Advances in educational technologies and instructional design book series (2024), pp. 381-412
Closed Access
Work-in-Progress: Fine-Tuning Large Language Models for Automated Feedback in Complex Engineering Problem-Solving
Paula Larrondo, Brian Frank, Julián M. Ortíz
(2024)
Open Access
I don’t trust you (anymore)! – The Effect of Students’ LLM Use on Lecturer-Student Trust in Higher Education
SIMON KLOKE, Matthew Bazanya, Twaha Kateete
(2024) Vol. 12, Iss. 1, pp. 74-90
Open Access
Adapting Quality Assurance Practices in Higher Education for the 21st Century
Jaswinder Pal Singh, Neha Mishra, K. K. Mishra
Advances in higher education and professional development book series (2024), pp. 1-36
Closed Access
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