Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Making strides towards AI-supported regulation of learning in collaborative knowledge construction
Fan Ouyang, Mian Wu, Liyin Zhang, et al.
Computers in Human Behavior (2023) Vol. 142, pp. 107650-107650
Closed Access | Times Cited: 36

Showing 1-25 of 36 citing articles:

Human and artificial intelligence collaboration for socially shared regulation in learning
Sanna Järvelä, Andy Nguyen, Allyson F. Hadwin
British Journal of Educational Technology (2023) Vol. 54, Iss. 5, pp. 1057-1076
Open Access | Times Cited: 92
An artificial intelligence-driven learning analytics method to examine the collaborative problem-solving process from the complex adaptive systems perspective
Fan Ouyang, Weiqi Xu, Mutlu Cukurova
International Journal of Computer-Supported Collaborative Learning (2023) Vol. 18, Iss. 1, pp. 39-66
Open Access | Times Cited: 56
Exploring the impact of integrating AI tools in higher education using the Zone of Proximal Development
Lianyu Cai, Msafiri Mgambi Msambwa, Daniel Kangwa
Education and Information Technologies (2024)
Closed Access | Times Cited: 11
Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies
Kshitij Sharma, Andy Nguyen, Yvonne Hong
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1398-1436
Open Access | Times Cited: 10
The End is the Beginning is the End: The closed-loop learning analytics framework
Michael Sailer, Manuel Ninaus, Stefan E. Huber, et al.
Computers in Human Behavior (2024) Vol. 158, pp. 108305-108305
Open Access | Times Cited: 9
How does collaborative task design shape collaborative knowledge construction and group-level regulation of learning? A study of secondary school students’ interactions in two varied tasks
Kateryna Zabolotna, Liv Nøhr, Megumi Iwata, et al.
International Journal of Computer-Supported Collaborative Learning (2025)
Open Access | Times Cited: 1
Empowering collaborative knowledge construction through the implementation of a collaborative argument map tool
Fan Ouyang, Liyin Zhang, Mian Wu, et al.
The Internet and Higher Education (2024) Vol. 62, pp. 100946-100946
Closed Access | Times Cited: 8
Influence of e-learning on the students’ of higher education in the digital era: A systematic literature review
Rashmi Singh, Singh Sk, Niraj Mishra
Education and Information Technologies (2024) Vol. 29, Iss. 15, pp. 20201-20221
Closed Access | Times Cited: 7
Triggers for self-regulated learning: A conceptual framework for advancing multimodal research about SRL
Sanna Järvelä, Allyson F. Hadwin
Learning and Individual Differences (2024) Vol. 115, pp. 102526-102526
Open Access | Times Cited: 7
The influences of ChatGPT on undergraduate students’ demonstrated and perceived interdisciplinary learning
Tianlong Zhong, Gaoxia Zhu, Chenyu Hou, et al.
Education and Information Technologies (2024) Vol. 29, Iss. 17, pp. 23577-23603
Closed Access | Times Cited: 6
Using an integrated probabilistic clustering approach to detect student engagement across asynchronous and synchronous online discussions
Mian Wu, Fan Ouyang
Journal of Computing in Higher Education (2024) Vol. 37, Iss. 1, pp. 299-326
Closed Access | Times Cited: 5
A shared metacognition-focused instructional design model for online collaborative learning environments
Amine Hatun Ataş, Zahide Yıldırım
Educational Technology Research and Development (2024)
Closed Access | Times Cited: 5
The construction of knowledge graphs based on associated STEM concepts in MOOCs and its guidance for sustainable learning behaviors
Xiaona Xia, Wanxue Qi
Education and Information Technologies (2024) Vol. 29, Iss. 15, pp. 20757-20794
Closed Access | Times Cited: 4
The Effects of Three Scaffoldings on Computer-Supported, Robot-Assisted Collaborative Programming in Higher Education
Weiqi Xu, Xinran Dong, Fan Ouyang
International Journal of Human-Computer Interaction (2024), pp. 1-16
Closed Access | Times Cited: 4
Learning behaviour prediction and multi-task recommendation based on a knowledge graph in MOOCs
Xiaona Xia, Wanxue Qi
Technology Pedagogy and Education (2025), pp. 1-24
Closed Access
Exploring differences in learners' learning processes across collaborative knowledge construction tasks of diverse complexity: a multiple analysis
Si Zhang, Zihan Yin, Shuang Lu, et al.
Thinking Skills and Creativity (2025), pp. 101774-101774
Closed Access
Can Generative AI Revolutionise Academic Skills Development in Higher Education? A Systematic Literature Review
Daniel Kangwa, Msafiri Mgambi Msambwa, Zhang Wen
European Journal of Education (2025) Vol. 60, Iss. 1
Open Access
Perceived institutional support and its effects on student perceptions of AI learning in higher education: the role of mediating perceived learning outcomes and moderating technology self-efficacy
Abdulkadir Jeilani, Salisu Abubakar
Frontiers in Education (2025) Vol. 10
Open Access
Investigating the impact of structured knowledge feedback on collaborative academic writing
Xu Li, Shiyan Jiang, Yue Hu, et al.
Education and Information Technologies (2024) Vol. 29, Iss. 14, pp. 19005-19033
Closed Access | Times Cited: 3
Foundations for Human-AI teaming for self-regulated learning with explainable AI (XAI)
Judy Kay
Computers in Human Behavior (2023) Vol. 147, pp. 107848-107848
Closed Access | Times Cited: 9
Challenges in Promoting Self-Regulated Learning in Technology Supported Learning Environments: An Umbrella Review of Systematic Reviews and Meta-Analyses
Doreen Prasse, Mary Webb, Michelle Deschênes, et al.
Technology Knowledge and Learning (2024) Vol. 29, Iss. 4, pp. 1809-1830
Open Access | Times Cited: 2
A Comprehensive Review on the Integration of Artificial Intelligence in the Field of Education
Gopali Dayal, Pooja Verma, Shallu Sehgal
Advances in business information systems and analytics book series (2023), pp. 331-349
Closed Access | Times Cited: 5
Novelty Evaluation using Sentence Embedding Models in Open-ended Cocreative Problem-solving
Ijaz Ul Haq, Manoli Pifarré, Estíbaliz Fraca
International Journal of Artificial Intelligence in Education (2024)
Open Access | Times Cited: 1
Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework
C. Li, Dan Sun, Jie Xu, et al.
Computers & Education (2024) Vol. 222, pp. 105152-105152
Closed Access | Times Cited: 1
Using multilayer network analysis to detect the collaborative knowledge construction characteristics among learner groups with low, medium, and high levels of cognitive engagement
Fan Ouyang, Mian Wu, Jianmin Gu
Computers & Education (2024) Vol. 223, pp. 105173-105173
Closed Access | Times Cited: 1
Page 1 - Next Page

Scroll to top