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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:

Is it a good move? Mining effective tutoring strategies from human–human tutorial dialogues
Jionghao Lin, Shaveen Singh, Lele Sha, et al.
Future Generation Computer Systems (2021) Vol. 127, pp. 194-207
Closed Access | Times Cited: 21

Showing 21 citing articles:

METS: Multimodal Learning Analytics of Embodied Teamwork Learning
Linxuan Zhao, Zachari Swiecki, Dragan Gašević, et al.
(2023), pp. 186-196
Closed Access | Times Cited: 22
How Can I Get It Right? Using GPT to Rephrase Incorrect Trainee Responses
Jionghao Lin, Feifei Han, Danielle R. Thomas, et al.
International Journal of Artificial Intelligence in Education (2024)
Open Access | Times Cited: 7
Artificial intelligence in classroom discourse: A systematic review of the past decade
Deliang Wang, Tao Yang, Gaowei Chen
International Journal of Educational Research (2023) Vol. 123, pp. 102275-102275
Closed Access | Times Cited: 14
The Sequence Matters in Learning - A Systematic Literature Review
Manuel Valle Torre, Catharine Oertel, Marcus Specht
(2024), pp. 263-272
Open Access | Times Cited: 3
Towards automated transcribing and coding of embodied teamwork communication through multimodal learning analytics
Linxuan Zhao, Dragan Gašević, Zachari Swiecki, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1673-1702
Open Access | Times Cited: 3
Enhancing Educational Dialogue Act Classification With Discourse Context and Sample Informativeness
Jionghao Lin, Wei Tan, Lan Du, et al.
IEEE Transactions on Learning Technologies (2023) Vol. 17, pp. 258-269
Closed Access | Times Cited: 7
Analysing Verbal Communication in Embodied Team Learning Using Multimodal Data and Ordered Network Analysis
Linxuan Zhao, Yuanru Tan, Dragan Gašević, et al.
Lecture notes in computer science (2023), pp. 242-254
Closed Access | Times Cited: 7
Are perfect transcripts necessary when we analyze classroom dialogue using AIoT?
Deliang Wang, Gaowei Chen
Internet of Things (2024) Vol. 25, pp. 101105-101105
Closed Access | Times Cited: 2
Combining Dialog Acts and Skill Modeling: What Chat Interactions Enhance Learning Rates During AI-Supported Peer Tutoring?
Conrad Borchers, Kexin Yang, Jionghao Lin, et al.
(2024)
Open Access | Times Cited: 2
Exploring the Politeness of Instructional Strategies from Human-Human Online Tutoring Dialogues
Jionghao Lin, Mladen Raković, David Lang, et al.
(2022), pp. 282-293
Open Access | Times Cited: 11
On the role of politeness in online human–human tutoring
Jionghao Lin, Mladen Raković, Yuheng Li, et al.
British Journal of Educational Technology (2023) Vol. 55, Iss. 1, pp. 156-180
Open Access | Times Cited: 6
Does Informativeness Matter? Active Learning for Educational Dialogue Act Classification
Wei Tan, Jionghao Lin, David Lang, et al.
Lecture notes in computer science (2023), pp. 176-188
Closed Access | Times Cited: 4
On the Effectiveness of Curriculum Learning in Educational Text Scoring
Zijie Zeng, Dragan Gašević, Guangliang Chen
Proceedings of the AAAI Conference on Artificial Intelligence (2023) Vol. 37, Iss. 12, pp. 14602-14610
Open Access | Times Cited: 4
Collaborative dialogue patterns of pair programming and their impact on programming self‐efficacy and coding performance
Jinbo Tan, Lei Wu, Shanshan Ma
British Journal of Educational Technology (2023) Vol. 55, Iss. 3, pp. 1060-1081
Open Access | Times Cited: 4
Robust Educational Dialogue Act Classifiers with Low-Resource and Imbalanced Datasets
Jionghao Lin, Wei Tan, Ngoc Dang Nguyen, et al.
Lecture notes in computer science (2023), pp. 114-125
Closed Access | Times Cited: 2
COMPARING ACADEMICS AND PRACTITIONERS Q & A TUTORING IN THE ENGINEERING DESIGN STUDIO
Ada Hurst, Shirley Lin, Claire Treacy, et al.
Proceedings of the Design Society (2023) Vol. 3, pp. 997-1006
Open Access | Times Cited: 1
The Road Not Taken: Preempting Dropout in MOOCs
Lele Sha, Ed Fincham, Lixiang Yan, et al.
Lecture notes in computer science (2023), pp. 164-175
Closed Access | Times Cited: 1
Annotating Educational Dialog Act with Data Augmentation in Online One-on-One Tutoring
Dapeng Shan, Deliang Wang, Chenwei Zhang, et al.
Communications in computer and information science (2023), pp. 472-477
Closed Access | Times Cited: 1
When Tutors Simultaneously Instruct Students from the Primary, Middle, and High School Levels in Online One-on-One Tutoring: Investigating the Interaction Dynamics Using AI, ENA, and LSA Methods
Deliang Wang, Lei Gao, Dapeng Shan, et al.
Journal of Science Education and Technology (2024)
Closed Access
Guest Editorial of the FGCS Special Issue on Advances in Intelligent Systems for Online Education
Geoffray Bonnin, Danilo Dessı̀, Gianni Fenu, et al.
Future Generation Computer Systems (2021) Vol. 127, pp. 331-333
Open Access | Times Cited: 2
Exploring the Politeness of Instructional Strategies from Human-Human Online Tutoring Dialogues
Jionghao Lin, Mladen Raković, David Lang, et al.
(2022)
Open Access
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