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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 in higher education - a synthesis of the literature and a future research agenda
Pritpal Singh Bhullar, Mahesh Joshi, Ritesh Chugh
Education and Information Technologies (2024) Vol. 29, Iss. 16, pp. 21501-21522
Open Access | Times Cited: 26

Showing 1-25 of 26 citing articles:

The Use of Generative AI Tools in Higher Education: Ethical and Pedagogical Principles
Viet Nguyen
Journal of Academic Ethics (2025)
Closed Access | Times Cited: 3
Generative AI in Education: Perspectives Through an Academic Lens
Iulian Întorsureanu, Simona‐Vasilica Oprea, Adela Bârã, et al.
Electronics (2025) Vol. 14, Iss. 5, pp. 1053-1053
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: 12
Mapping Tomorrow’s Teaching and Learning Spaces: A Systematic Review on GenAI in Higher Education
Tanja Tillmanns, Alfredo Salomão Filho, Susmita Rudra, et al.
Trends in Higher Education (2025) Vol. 4, Iss. 1, pp. 2-2
Open Access | Times Cited: 1
GPT-4’s capabilities in handling essay-based exams in Norwegian: an intrinsic case study from the early phase of intervention
Rune Johan Krumsvik
Frontiers in Education (2025) Vol. 10
Open Access | Times Cited: 1
Harnessing Generative Artificial Intelligence for Digital Literacy Innovation: A Comparative Study between Early Childhood Education and Computer Science Undergraduates
Ioannis Kazanidis, Νικόλαος Πέλλας
AI (2024) Vol. 5, Iss. 3, pp. 1427-1445
Open Access | Times Cited: 6
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
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
Understanding PSE students’ reactions to the postplagiarism concept: a quantitative analysis
Rahul Kumar
International Journal for Educational Integrity (2025) Vol. 21, Iss. 1
Open Access
A Genre, Scoring, and Authorship Analysis of AI-Generated and Human-Written Refusal Emails
Willie Wilson, Heath Rose
Business and Professional Communication Quarterly (2025)
Closed Access
Can ChatGPT Boost Students’ Employment Confidence? A Pioneering Booster for Career Readiness
Xiao Yu, Zheng Li
Behavioral Sciences (2025) Vol. 15, Iss. 3, pp. 362-362
Open Access
Effects of Generative Artificial Intelligence on K-12 and Higher Education Students’ Learning Outcomes: A Meta-Analysis
Xiaohong Liu, B. J. Guo, Wei He, et al.
Journal of Educational Computing Research (2025)
Closed Access
The role of ChatGPT and grammarly in promoting emotion regulation, psychological well-being, motivation, and academic writing in Chinese college students: A self-determination theory perspective
Caili Wang, Binghe Wang, Danielle Xu
Learning and Motivation (2025) Vol. 90, pp. 102131-102131
Closed Access
AI literacy instruction program in international school libraries: A qualitative study under the lens of the Big Six Information Literacy model
Eugene H. Wong, Dickson K.W. Chiu
Journal of Librarianship and Information Science (2025)
Closed Access
Assessing student perceptions and use of instructor versus AI‐generated feedback
Erkan Er, Gökhan Akçapınar, Mohammad Khalil, et al.
British Journal of Educational Technology (2024)
Closed Access | Times Cited: 3
Large language models and GenAI in education: Insights from Nigerian in-service teachers through a hybrid ANN-PLS-SEM approach
Musa Adekunle Ayanwale, Owolabi Paul Adelana, Nurudeen Babatunde Bamiro, et al.
F1000Research (2025) Vol. 14, pp. 258-258
Open Access
Navigating the Digital Shift: Early Childhood Educators’ Attitudes Towards Generative Artificial Intelligence and Emerging Technologies
Jessie Ming Sin Wong, P. Liu, Ching-Wa Yip
Lecture notes in educational technology (2025), pp. 87-97
Closed Access
Generative AI in higher education: Perspectives of students, educators and administrators

Journal of Applied Learning & Teaching (2024) Vol. 7, Iss. 2
Open Access | Times Cited: 2
Surging currents: a systematic review of the literature on dynamic stakeholder engagements in higher education in the generative artificial intelligence era
Jiaxi Yang, Han Qiu, Wenxuan Yu
Journal of Asian Public Policy (2024), pp. 1-29
Closed Access | Times Cited: 2
Can rule-based educational chatbots be an acceptable alternative for students in higher education?
Hakan Güldal, Emrah Oğuzhan Dinçer
Education and Information Technologies (2024)
Closed Access | Times Cited: 1
The Use of Artificial Intelligence among Students in Higher Education
Eva Jereb, Marko Urh
Organizacija (2024) Vol. 57, Iss. 4, pp. 333-345
Open Access | Times Cited: 1
ChatGPT in higher education: Investigating bachelor and master students’ expectations towards AI tool
Artur Strzelecki
Education and Information Technologies (2024)
Closed Access | Times Cited: 1
ChatGPT in self-directed learning: Exploring acceptance and utilization among undergraduates of state universities in Sri Lanka
E. W. Biyiri, Shakila Dahanayake, D. M. C. Dassanayake, et al.
Education and Information Technologies (2024)
Closed Access | Times Cited: 1
Critical minds: enhancing education with ChatGPT
Alexandra R. Costa, Natércia Lima, Clara Viegas, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Behavioral Intention and Use of ChatGPT Among Accounting and Finance Students: A Two-Year Comparative Study
Ewa Ziemba, Dariusz Grabara, Katarzyna Renik, et al.
Lecture notes in networks and systems (2024), pp. 64-76
Closed Access
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