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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:

Assessing individual contributions to Collaborative Problem Solving: A network analysis approach
Zachari Swiecki, A. R. Ruis, Cayley Farrell, et al.
Computers in Human Behavior (2019) Vol. 104, pp. 105876-105876
Open Access | Times Cited: 89

Showing 1-25 of 89 citing articles:

Asking Generative Artificial Intelligence the Right Questions Improves Writing Performance
Yixin Cheng, Yizhou Fan, Xinyu Li, et al.
Computers and Education Artificial Intelligence (2025) Vol. 8, pp. 100374-100374
Open Access | Times Cited: 2
Understanding student teachers’ collaborative problem solving: Insights from an epistemic network analysis (ENA)
Si Zhang, Qianqian Gao, Mengyu Sun, et al.
Computers & Education (2022) Vol. 183, pp. 104485-104485
Closed Access | Times Cited: 69
The relationship between collaborative problem solving behaviors and solution outcomes in a game-based learning environment
Chen Sun, Valerie J. Shute, Angela Stewart, et al.
Computers in Human Behavior (2021) Vol. 128, pp. 107120-107120
Open Access | Times Cited: 57
Ordered Network Analysis
Yuanru Tan, A. R. Ruis, Cody Marquart, et al.
Communications in computer and information science (2023), pp. 101-116
Closed Access | Times Cited: 33
Understanding the evolution of cognitive engagement with interaction levels in online learning environments: Insights from learning analytics and epistemic network analysis
Liming Guo, Junlei Du, Qinhua Zheng
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 3, pp. 984-1001
Closed Access | Times Cited: 27
Exploring the effects of elaborated and motivational feedback on learning engagement in online scripted role discussion
Qinna Feng, Wenhao Li, Xueping Zhu, et al.
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Open Access | Times Cited: 1
Enhancing the flipped classroom model with generative AI and Metaverse technologies: insights from lag sequential and epistemic network analysis
Xiaoyan Chu, Minjuan Wang, J. Michael Spector, et al.
Educational Technology Research and Development (2025)
Closed Access | Times Cited: 1
What Do You Mean by Collaboration Analytics? A Conceptual Model
Roberto Martínez‐Maldonado, Dragan Gašević, Vanessa Echeverría, et al.
Journal of Learning Analytics (2021) Vol. 8, Iss. 1, pp. 126-153
Open Access | Times Cited: 48
Capturing regulatory patterns in online collaborative learning: A network analytic approach
Si Zhang, Juan Chen, Yun Wen, et al.
International Journal of Computer-Supported Collaborative Learning (2021) Vol. 16, Iss. 1, pp. 37-66
Closed Access | Times Cited: 46
Exploration of a group assessment model to foster student teachers’ critical thinking
Si Zhang, Honghui Li, Yun Wen, et al.
Thinking Skills and Creativity (2023) Vol. 47, pp. 101239-101239
Closed Access | Times Cited: 22
Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns
Xiaoli Zheng, Jun Huang, Xiao-Han Xia, et al.
Computers & Education (2023) Vol. 207, pp. 104920-104920
Closed Access | Times Cited: 17
Epistemic Network Analysis and Ordered Network Analysis in Learning Analytics
Yuanru Tan, Zachari Swiecki, A. R. Ruis, et al.
(2024), pp. 569-636
Open Access | Times Cited: 7
Effects of ability grouping on students’ collaborative problem solving patterns: Evidence from lag sequence analysis and epistemic network analysis
Shuowen An, Si Zhang
Thinking Skills and Creativity (2023) Vol. 51, pp. 101453-101453
Closed Access | Times Cited: 14
Unveiling joint attention dynamics: Examining multimodal engagement in an immersive collaborative astronomy simulation
Jina Kang, Yiqiu Zhou, Robin Jephthah Rajarathinam, et al.
Computers & Education (2024) Vol. 213, pp. 105002-105002
Open Access | Times Cited: 5
The Foundations and Fundamentals of Quantitative Ethnography
Golnaz Arastoopour Irgens, Brendan Eagan
Communications in computer and information science (2023), pp. 3-16
Closed Access | Times Cited: 12
Communicating science in the COVID-19 news in the UK during Omicron waves: exploring representations of nature of science with epistemic network analysis
Kason Ka Ching Cheung, Ho‐Yin Chan, Sibel Erduran
Humanities and Social Sciences Communications (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 11
Improving collaborative problem-solving skills via automated feedback and scaffolding: a quasi-experimental study with CPSCoach 2.0
Sidney D’Mello, Nicholas D. Duran, Amanda Michaels, et al.
User Modeling and User-Adapted Interaction (2024) Vol. 34, Iss. 4, pp. 1087-1125
Closed Access | Times Cited: 4
Exploring the nature of peer feedback: An epistemic network analysis approach
Olga Viberg, Martine Baars, Rafael Ferreira Mello, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 6, pp. 2809-2821
Open Access | Times Cited: 4
iSENS
Zachari Swiecki, David Williamson Shaffer
(2020), pp. 305-313
Open Access | Times Cited: 28
Patterns of action transitions in online collaborative problem solving: A network analysis approach
Shupin Li, Johanna Pöysä-Tarhonen, Päivi Häkkinen
International Journal of Computer-Supported Collaborative Learning (2022) Vol. 17, Iss. 2, pp. 191-223
Open Access | Times Cited: 17
Understanding student teachers’ reflective thinking using epistemic network analysis and fine-grained trace data
Tang Yan-ling, Si Zhang, Mengyu Sun, et al.
Thinking Skills and Creativity (2023) Vol. 48, pp. 101301-101301
Closed Access | Times Cited: 10
Technological Competence in Formal Education Collaborative Maker Projects: An Epistemic Network Analysis
Niina Niinimäki, Kati Sormunen, Pirita Seitamaa‐Hakkarainen, et al.
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 1
Closed Access
Hands-on Consensus Building: Leveraging Deep Learning Models to Unveil Hand Gestures in Consensus-Building Discourses
Qianru Lyu, Wenli Chen, Shuai Liu, et al.
Cognition and Instruction (2025), pp. 1-36
Closed Access
Effect of adaptable and non-adaptable collaboration scripts through conversational agents on student’s engagement in online collaborative learning
Xin Li, Wanqing Hu, Xin Li
Educational Technology Research and Development (2025)
Closed Access
The Company You Keep: Refining Neural Epistemic Network Analysis
Zheng Fang, Weiqing Wang, Guanliang Chen, et al.
(2025), pp. 216-226
Closed Access
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