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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.

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Showing 1-25 of 31 citing articles:

An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL
Lanqin Zheng, Miaolang Long, Jiayu Niu, et al.
International Journal of Computer-Supported Collaborative Learning (2023) Vol. 18, Iss. 1, pp. 101-133
Open Access | Times Cited: 33
Affordances and challenges of technology-assisted language learning for motivation: A systematic review
Akbar Bahari
Interactive Learning Environments (2022) Vol. 31, Iss. 9, pp. 5853-5873
Closed Access | Times Cited: 34
The first steps for adapting an artificial intelligence emotion expression recognition software for emotional management in the educational context
Jorge Fernández-Herrero, Francisco Gomez‐Donoso, Rosabel Roig Vila
British Journal of Educational Technology (2023) Vol. 54, Iss. 6, pp. 1939-1963
Open Access | Times Cited: 14
Impact of the provision of PowerPoint slides on learning
Samuel P. León, Inmaculada García‐Martínez
Computers & Education (2021) Vol. 173, pp. 104283-104283
Closed Access | Times Cited: 32
Interventions for Fostering Self-Regulated Learning as Tools for University Management in the Digital Environment
M. S. Khamidulina
University Management Practice and Analysis (2025) Vol. 28, Iss. 4, pp. 95-104
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
Exploring Persuasive Games for Emotion Regulation: A State-of-the-Art Scoping Review
Grace Ataguba, Gerry Chan, Rita Orji
International Journal of Human-Computer Interaction (2025), pp. 1-41
Closed Access
How multiple levels of metacognitive awareness operate in collaborative problem solving
Ahsen Çini, Sanna Järvelä, Muhterem Dindar, et al.
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 891-922
Open Access | Times Cited: 10
Emotional and motivational effects of automated and personalized formative feedback: The role of reference frames
Joshua Weidlich, Aron Fink, Ioana Jivet, et al.
Journal of Computer Assisted Learning (2024)
Open Access | Times Cited: 3
Estrés como factor de riesgo en el rendimiento académico en el estudiantado universitario (Puno, Perú)
Alfredo Pelayo Calatayud Mendoza, Edson Apaza Mamani, Edilberto Huaquisto Ramos, et al.
Revista Educación (2022)
Open Access | Times Cited: 11
Effects of an adaptive computer agent-based digital game on EFL students’ English learning outcomes
Gwo‐Jen Hwang, Di Zhang
Educational Technology Research and Development (2024)
Closed Access | Times Cited: 2
Hands-on training: Effects on virtual presence, learning-centered emotions, cognitive load and learning outcome when learning with virtual reality
Claudia Schrader, Charlotte Diekmann, Paulina Schulz, et al.
Computers in Human Behavior Reports (2024), pp. 100487-100487
Open Access | Times Cited: 2
Knowledge development, technology and quality of experience in collaborative learning: a perspective from Saudi Arabia universities
Abdulrahman Alyami, Salvatore F. Pileggi, Igor Hawryszkiewycz
Quality & Quantity (2022) Vol. 57, Iss. 4, pp. 3085-3104
Open Access | Times Cited: 9
Exploring the role of internet self-efficacy, perceived enjoyment, and anxiety on learning outcome in intelligent personal assistant-based EFL learning
Jon‐Chao Hong, Tzu‐Yu Tai
Innovation in Language Learning and Teaching (2024), pp. 1-19
Closed Access | Times Cited: 1
Fixed achievement, boredom's course: identify the role of implicit theories of intelligence, achievement emotions and online learning engagement
Lihong Yang, Ping Zhou, Min Ding, et al.
Journal of Computers in Education (2024)
Closed Access | Times Cited: 1
Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers
michal Sadan, Orly Lipka, Tami Katzir
Computer Assisted Language Learning (2024), pp. 1-30
Open Access | Times Cited: 1
Mapping academic motivation, self-efficacy, achievement emotions, and vocabulary learning in a game-enhanced learning environment from the lens of activity theory
Min Li
Learning and Motivation (2024) Vol. 89, pp. 102087-102087
Closed Access | Times Cited: 1
The comparison of two automated feedback approaches based on automated analysis of the online asynchronous interaction: a case of massive online teacher training
Ning Ma, Zhang Yan-ling, Chunping Liu, et al.
Interactive Learning Environments (2023), pp. 1-22
Closed Access | Times Cited: 3
Scaffolding Self-Regulation in an Online English Language Course: Utility of Contract Learning
Sima Mohammadi, Hamed Zandi
Teaching English as a Second or Foreign Language--TESL-EJ (2023) Vol. 26, Iss. 4, pp. 1-33
Open Access | Times Cited: 2
Designing Effective Instructional Feedback Using a Diagnostic and Visualization System: Evidence from a High School Biology Class
Lin Ma, Xuedi Zhang, Zhifeng Wang, et al.
Systems (2023) Vol. 11, Iss. 7, pp. 364-364
Open Access | Times Cited: 2
The relationship between error beliefs in chemistry and chemistry learning outcomes: a chain mediation model investigation
Qian Huangfu, Zhouying Luo, Ying Cao, et al.
Chemistry Education Research and Practice (2023) Vol. 24, Iss. 4, pp. 1262-1275
Closed Access | Times Cited: 2
The entity belief of concentration ability predicts cognitive load, failure-attribution, and flow experience when using a virtual reality device
Jon‐Chao Hong, Jhen-Ni Ye, Jian‐Hong Ye, et al.
Interactive Learning Environments (2022) Vol. 32, Iss. 1, pp. 34-51
Closed Access | Times Cited: 4
Students’ experiences of assessment and feedback engagement in digital contexts: a mixed-methods case study in upper secondary school
Kim-Daniel Vattøy, Siv M. Gamlem, Lina Rebekka Kobberstad, et al.
Education Inquiry (2022) Vol. 15, Iss. 4, pp. 443-464
Open Access | Times Cited: 4
Rather to receive praise than criticism? Understanding students’ perceptions of feedback valences in academic writing
Wei Su, Axian Huang
Innovations in Education and Teaching International (2022) Vol. 61, Iss. 3, pp. 416-425
Closed Access | Times Cited: 4
Examining Teacher Feedback, Perceived Competencies, Interests, and Achievement in Fourth-Grade Students in Portugal
Márcia Laranjeira, Maria Odília Teixeira
Journal of Career Development (2024) Vol. 51, Iss. 6, pp. 675-695
Open Access
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