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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:

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

Showing 20 citing articles:

ChatGPT improves creative problem-solving performance in university students: An experimental study
Marek Urban, Filip Děchtěrenko, Jiří Lukavský, et al.
Computers & Education (2024) Vol. 215, pp. 105031-105031
Open Access | Times Cited: 70
Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions
Jennifer Meyer, Thorben Jansen, Ronja Schiller, et al.
Computers and Education Artificial Intelligence (2023) Vol. 6, pp. 100199-100199
Open Access | Times Cited: 56
AI‐Based Adaptive Feedback in Simulations for Teacher Education: An Experimental Replication in the Field
Elisabeth Bauer, Michael Sailer, Frank Niklas, et al.
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 1
Open Access | Times Cited: 1
Enhancing clinical performance in nursing simulations: the impact of video assistant referee (VAR) technology
Mohamed Benfatah, Abdelghafour Marfak, Elmadani Saad, et al.
Teaching and learning in nursing (2025)
Closed Access
Supporting Students’ Mathematics Word-Problem Solving Achievement within a Computer Story Context: High and Low Readers
Nilgün Günbaş, Charles K. Kinzer
International Journal of Mathematical Education in Science and Technology (2025), pp. 1-27
Closed Access
Computer‐Based Answer‐Until‐Correct and Elaborated Feedback: Effects on Affective‐Motivational and Performance Outcomes
Ute Mertens, Marlit Annalena Lindner
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 2
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
Analisis Metakognisi Peserta Didik dalam Pembelajaran Berbasis Masalah pada Materi Bangun Datar
Eka Prafita, Nuhyal Ulia
JUDIKDAS Jurnal Ilmu Pendidikan Dasar Indonesia (2025) Vol. 4, Iss. 2, pp. 73-83
Closed Access
Leveraging Systems Thinking, Engagement, and Digital Competencies to Enhance First-Year Architecture Students’ Achievement in Design-Based Learning
Stanislav Avsec, Magdalena Jagiełło-Kowalczyk, Agnieszka Żabicka, et al.
Sustainability (2023) Vol. 15, Iss. 20, pp. 15115-15115
Open Access | Times Cited: 5
Assessing The Feasibility of a Web-Based Interactive Writing Assessment (WISSE): An Evaluation of Media and Linguistic Aspects
Hamamah Hamamah, Rafidah Sahar, Ive Emaliana, et al.
JEELS (Journal of English Education and Linguistics Studies) (2023) Vol. 10, Iss. 1, pp. 177-197
Open Access | Times Cited: 4
Process Data in Computer-Based Assessment
Marlit Annalena Lindner, Samuel Greiff
European Journal of Psychological Assessment (2023) Vol. 39, Iss. 4, pp. 241-251
Closed Access | Times Cited: 4
Supporting Self-Assessment: A Systematic Review and Meta-Analysis of Feedback Effects
Lucas W. Liebenow, Fabian T. C. Schmidt, Jennifer Meyer, et al.
(2024)
Open Access | Times Cited: 1
Unpacking Help-Seeking Process through Multimodal Learning Analytics: A Comparative Study of ChatGPT vs Human Expert
Angxuan Chen, Mengtong Xiang, Junyi Zhou, et al.
Computers & Education (2024) Vol. 226, pp. 105198-105198
Open Access | Times Cited: 1
Supporting college students’ metacognitive monitoring in a biology course through practice and timely monitoring feedback
Ying Wang, Rayne A. Sperling, Jennelle L. Malcos
Metacognition and Learning (2024) Vol. 19, Iss. 3, pp. 1-40
Closed Access
Feedback for learning from text: What kind and where in the text is most effective?
Virginia Clinton‐Lisell
Computers and Education Open (2024) Vol. 7, pp. 100216-100216
Open Access
Feedback for learning from text: What kind and where in the text is most effective?
Virginia Clinton‐Lisell
(2024)
Open Access
Integrating 4C/ID model into computer- supported formative assessment system to improve the effectiveness of complex skills training for vocational education
Haoxin Xu, Tianrun Deng, XU Xian-long, et al.
Education and Information Technologies (2024)
Closed Access
Effects of Self-Explaining feedback on learning from Problem-Solving errors
Qian Zhang, Logan Fiorella
Contemporary Educational Psychology (2024), pp. 102326-102326
Open Access
Effects of learner choice over automated, immediate feedback
Livia Kuklick
Learning and Instruction (2024) Vol. 96, pp. 102065-102065
Open Access
Computer-based assessment research trends and future directions: A bibliometric analysis
Johan Syahbrudin, Edi Istiyono, Moh. Khairudin, et al.
Contemporary Educational Technology (2024) Vol. 17, Iss. 1, pp. ep554-ep554
Closed Access
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