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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:

Designing Culturally Aware Learning Analytics: A Value Sensitive Perspective
Olga Viberg, Ioana Jivet, Maren Scheffel
Advances in analytics for learning and teaching (2023), pp. 177-192
Open Access | Times Cited: 21

Showing 21 citing articles:

Human-centred learning analytics and AI in education: A systematic literature review
Riordan Alfredo, Vanessa Echeverría, Yueqiao Jin, et al.
Computers and Education Artificial Intelligence (2024) Vol. 6, pp. 100215-100215
Open Access | Times Cited: 28
Aligning and comparing values of ChatGPT and human as learning facilitators: A value‐sensitive design approach
Yüan Shen, Luzhen Tang, Huixiao Le, et al.
British Journal of Educational Technology (2025)
Closed Access | Times Cited: 2
Toward Asset-based Instruction and Assessment in Artificial Intelligence in Education
Jaclyn Ocumpaugh, Rod D. Roscoe, Ryan S. Baker, et al.
International Journal of Artificial Intelligence in Education (2024)
Closed Access | Times Cited: 11
Value‐sensitive design in the praxis of instructional design: A view of designers in situ
Victoria Abramenka‐Lachheb, Ahmed Lachheb, Gamze Özoğul
British Journal of Educational Technology (2025)
Open Access | Times Cited: 1
TeamTeachingViz: Benefits, Challenges, and Ethical Considerations of Using a Multimodal Analytics Dashboard to Support Team Teaching Reflection
Riordan Alfredo, Paola Mejia-Domenzain, Vanessa Echeverría, et al.
(2025), pp. 58-69
Closed Access | Times Cited: 1
Human‐Centred Learning Analytics: 2019–24
Simon Buckingham Shum, Roberto Martínez‐Maldonado, Yannis Dimitriadis, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 3, pp. 755-768
Open Access | Times Cited: 8
Advancing equity and inclusion in educational practices with AI‐powered educational decision support systems (AI‐EDSS)
Olga Viberg, René F. Kizilcec, Alyssa Friend Wise, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 5, pp. 1974-1981
Closed Access | Times Cited: 5
Lessons Learnt from a Multimodal Learning Analytics Deployment In-the-Wild
Roberto Martínez‐Maldonado, Vanessa Echeverría, Gloria Fernandez‐Nieto, et al.
ACM Transactions on Computer-Human Interaction (2023) Vol. 31, Iss. 1, pp. 1-41
Open Access | Times Cited: 12
SLADE: A Method for Designing Human-Centred Learning Analytics Systems
Riordan Alfredo, Vanessa Echeverría, Yueqiao Jin, et al.
(2024), pp. 24-34
Open Access | Times Cited: 4
Learning about AI ethics from cases: a scoping review of AI incident repositories and cases
Simon Knight, Cormac McGrath, Olga Viberg, et al.
AI and Ethics (2025)
Open Access
Value‐sensitive design of chatbots in environmental education: Supporting identity, connectedness, well‐being and sustainability
Ha Nguyen, Victoria Nguyen, Sara Ludovise, et al.
British Journal of Educational Technology (2025)
Open Access
From Filling Gaps to Amplifying Strengths: Exploring an Asset-Based Approach to Learning Analytics
Fanjie Li, Alyssa Friend Wise
(2025), pp. 924-930
Closed Access
Fairness by Design: Cross-Cultural Perspectives from Children on AI and Fair Data Processing in their Education Futures
Ayça Atabey, Cara Wilson, Lachlan Urquhart, et al.
(2025), pp. 1-20
Closed Access
Supporting teachers' value‐sensitive reflections on the cost–benefit dynamics of technology in educational practices
Davinia Hernández‐Leo, Karina Ginoyan
British Journal of Educational Technology (2025)
Open Access
VALA/AID: A Method for Rapid, Participatory Value-sensitive Learning Analytics and Artificial Intelligence Design
Luis P. Prieto, Riordan Alfredo, Henry Benjamín Díaz-Chavarría, et al.
(2025), pp. 950-956
Closed Access
Leveraging cultural forms in human‐centred learning analytics design
Fabio Campos, Ha Nguyen, June Ahn, et al.
British Journal of Educational Technology (2023) Vol. 55, Iss. 3, pp. 769-784
Open Access | Times Cited: 6
The impact of an academic counselling learning analytics tool: Evidence from 3 years of use
Valeria Henríquez, Julio Guerra, Eliana Scheihing
British Journal of Educational Technology (2024) Vol. 55, Iss. 5, pp. 1884-1899
Closed Access | Times Cited: 1
Continuous Revitalizing Through Reskilling and Upskilling Among Future Employees
Tanusree Chakraborty, Malabika Tripathi, V. S. Sharada
Advances in higher education and professional development book series (2024), pp. 37-68
Closed Access | Times Cited: 1
Designing Technology for Doctoral Persistence and Well-Being: Findings from a Two-Country Value-Sensitive Inquiry into Student Progress
Luis P. Prieto, María Jesús Rodríguez‐Triana, Yannis Dimitriadis, et al.
Lecture notes in computer science (2023), pp. 356-370
Closed Access | Times Cited: 2
Reproducing predictive learning analytics in CS1
Denis Zhidkikh, Ville Heilala, Charlotte Van Petegem, et al.
Journal of Learning Analytics (2024) Vol. 11, Iss. 1, pp. 132-150
Open Access
Students' Ethical, Privacy, Design, and Cultural Perspectives on Visualizing Cognitive-Affective States in Online Learning
Victor Manuel Corza-Vargas, Roberto Martínez‐Maldonado, Boris Escalante‐Ramírez, et al.
Journal of Learning Analytics (2024), pp. 1-17
Open Access
The Significance of Primary Social Studies Content Organization in Fostering Knowledge, Skills, and Values for Cohesion and Integration in Kenya
Zipporah Jerotich Ruto, John O. Shiundu, Aggrey Mukasa Simiyu
African Journal of Empirical Research (2023) Vol. 4, Iss. 2, pp. 909-915
Open Access
Human-Centred Learning Analytics and AI in Education: a Systematic Literature Review
Riordan Alfredo, Vanessa Echeverría, Yueqiao Jin, et al.
arXiv (Cornell University) (2023)
Open Access
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