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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:

Elaborated feedback and learning: Examining cognitive and motivational influences
Zhen Wang, Shaoying Gong, Sheng Xu, et al.
Computers & Education (2019) Vol. 136, pp. 130-140
Closed Access | Times Cited: 72

Showing 1-25 of 72 citing articles:

Application of Artificial Intelligence powered digital writing assistant in higher education: randomized controlled trial
Nabi Nazari, Muhammad Salman Shabbir, Roy Setiawan
Heliyon (2021) Vol. 7, Iss. 5, pp. e07014-e07014
Open Access | Times Cited: 222
Supporting the Instructional Videos With Chatbot and Peer Feedback Mechanisms in Online Learning: The Effects on Learning Performance and Intrinsic Motivation
Mustafa Fidan, Nurgun Gencel
Journal of Educational Computing Research (2022) Vol. 60, Iss. 7, pp. 1716-1741
Closed Access | Times Cited: 90
An Empirical Study of Adaptive Feedback to Enhance Cognitive Ability in Programming Learning among College Students: A Perspective Based on Multimodal Data Analysis
W.-L. Fu, Jiahua Zhang, Di Zhang, et al.
Journal of Educational Computing Research (2025)
Closed Access | Times Cited: 2
The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing
Angela M. Lui, Heidi Andrade
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 49
Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward?
Jesmine S. H. Tan, Wenli Chen
Computers & Education (2022) Vol. 187, pp. 104467-104467
Closed Access | Times Cited: 46
The effect of feedback on academic achievement in technology-rich learning environments (TREs): A meta-analytic review
Zhihui Cai, Yang Gui, Peipei Mao, et al.
Educational Research Review (2023) Vol. 39, pp. 100521-100521
Closed Access | Times Cited: 23
A Hybrid Machine Learning Model for Grade Prediction in Online Engineering Education
Zoe Kanetaki, Constantinos Stergiou, Georgios Bekas, et al.
International Journal of Engineering Pedagogy (iJEP) (2022) Vol. 12, Iss. 3, pp. 4-24
Open Access | Times Cited: 30
Learning Performance Prediction-Based Personalized Feedback in Online Learning via Machine Learning
Xizhe Wang, Linjie Zhang, Tao He
Sustainability (2022) Vol. 14, Iss. 13, pp. 7654-7654
Open Access | Times Cited: 29
Computer-based performance feedback: Effects of error message complexity on cognitive, metacognitive, and motivational outcomes
Livia Kuklick, Samuel Greiff, Marlit Annalena Lindner
Computers & Education (2023) Vol. 200, pp. 104785-104785
Open Access | Times Cited: 20
Feedback Mechanism in Immersive Virtual Reality Influences Physical Hands-on Task Performance and Cognitive Load
Wei‐Sheng Wang, Chia‐Ju Lin, Hsin‐Yu Lee, et al.
International Journal of Human-Computer Interaction (2023) Vol. 40, Iss. 15, pp. 4103-4115
Closed Access | Times Cited: 20
Examining Teachers’ Perception on the Impact of Positive Feedback on School Students
Adina Oana Câmpean, Mușata Bocoș, Alina Felicia Roman, et al.
Education Sciences (2024) Vol. 14, Iss. 3, pp. 257-257
Open Access | Times Cited: 6
Prospective mathematics teachers’ development of noticing in an online teacher education program
Ceneıda Fernández, Salvador Llinares, Yoilyn Rojas
ZDM (2020) Vol. 52, Iss. 5, pp. 959-972
Open Access | Times Cited: 35
Affective-motivational effects of performance feedback in computer-based assessment: Does error message complexity matter?
Livia Kuklick, Marlit Annalena Lindner
Contemporary Educational Psychology (2022) Vol. 73, pp. 102146-102146
Open Access | Times Cited: 19
AppleTree system for effective computer-supported collaborative argumentation: an exploratory study
Wenli Chen, Jesmine S. H. Tan, Si Zhang, et al.
Educational Technology Research and Development (2023) Vol. 71, Iss. 5, pp. 2103-2136
Closed Access | Times Cited: 12
The effects of dynamic and static feedback under tasks with different difficulty levels in digital game-based learning
Peipei Mao, Zhihui Cai, Zhikeng Wang, et al.
The Internet and Higher Education (2023) Vol. 60, pp. 100923-100923
Closed Access | Times Cited: 12
A SOLO-Adapted Evaluation Methodology for Quantifying Learning Transitions on Algorithms
Tlou Ramabu, Ian Sanders, Marthie Schoeman
Communications in computer and information science (2025), pp. 98-114
Closed Access
The impact of feedback elements in serious games on nursing learning outcomes: A systematic review and meta-analysis
Zhongqi Liu, Rongqin Yu, Xin Yao, et al.
Nurse Education Today (2025), pp. 106689-106689
Closed Access
Relationship between feedback frequency and task performance: evidence on the mediating role of heart rate
Mitali Praveen Kumar Saxena, Venkat Ram Reddy Ganuthula
Frontiers in Psychology (2025) Vol. 16
Open Access
Understanding individual differences in students’ responses to technology-based feedback on a writing task: the role of achievement motives and initial task performance
Jennifer Meyer, Thorben Jansen, Martin Daumiller, et al.
Journal of Research on Technology in Education (2025), pp. 1-31
Open Access
Beyond the challenge: Exploring student, lecturer, and stakeholder challenges with challenge-based learning
Despoina Georgiou, Silvia Elena Gallagher, Kaja Anna Chmielewska
Active Learning in Higher Education (2025)
Closed Access
Technology-Enhanced Feedback in K-12 Schools: Utilizing T-MITOCAR for Knowledge Artifact and Feedback
Bikash Chetry
Advances in analytics for learning and teaching (2025), pp. 201-218
Closed Access
Tell me that I can do it better. The effect of attributional feedback from a learning technology on achievement emotions and performance and the moderating role of individual adaptive reactions to errors
Claudia Schrader, Robert Grassinger
Computers & Education (2020) Vol. 161, pp. 104028-104028
Closed Access | Times Cited: 31
Benefits of additional online practice opportunities in higher education
Jakob Schwerter, Thomas Dimpfl, Johannes Bleher, et al.
The Internet and Higher Education (2021) Vol. 53, pp. 100834-100834
Open Access | Times Cited: 22
The effectiveness of blended learning with combined synchronized and unsynchronized settings on self-efficacy and learning achievement
I Dewa Ayu Made Budhyani, Made Candiasa, Made Sutajaya, et al.
International Journal of Evaluation and Research in Education (IJERE) (2022) Vol. 11, Iss. 1, pp. 321-321
Open Access | Times Cited: 15
The Impact of Emotional Feedback and Elaborated Feedback of a Pedagogical Agent on Multimedia Learning
Yueru Lang, Ke Xie, Shaoying Gong, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 15
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