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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:

Supporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and Human partnered task experiences
Luke K. Fryer, Andrew Thompson, Kaori Nakao, et al.
Learning and Individual Differences (2020) Vol. 80, pp. 101850-101850
Closed Access | Times Cited: 41

Showing 1-25 of 41 citing articles:

Are We There Yet? - A Systematic Literature Review on Chatbots in Education
Sebastian Wollny, Ján Schneider, Daniele Di Mitri, et al.
Frontiers in Artificial Intelligence (2021) Vol. 4
Open Access | Times Cited: 299
A systematic review of conversational AI in language education: focusing on the collaboration with human teachers
Hyangeun Ji, Insook Han, Yujung Ko
Journal of Research on Technology in Education (2022) Vol. 55, Iss. 1, pp. 48-63
Closed Access | Times Cited: 166
Impacts of an AI-based chabot on college students’ after-class review, academic performance, self-efficacy, learning attitude, and motivation
Yen-Fen Lee, Gwo‐Jen Hwang, Pei‐Ying Chen
Educational Technology Research and Development (2022) Vol. 70, Iss. 5, pp. 1843-1865
Closed Access | Times Cited: 122
Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments
Chenchen Liu, Jierui Hou, Yun‐Fang Tu, et al.
Interactive Learning Environments (2021) Vol. 31, Iss. 9, pp. 5614-5632
Closed Access | Times Cited: 109
Managing healthcare supply chain through artificial intelligence (AI): A study of critical success factors
Ashwani Kumar, Venkatesh Mani, Vranda Jain, et al.
Computers & Industrial Engineering (2022) Vol. 175, pp. 108815-108815
Open Access | Times Cited: 99
Analysis of the effect of an artificial intelligence chatbot educational program on non-face-to-face classes: a quasi-experimental study
Jeong‐Won Han, Jun-Hee Park, Hanna Lee
BMC Medical Education (2022) Vol. 22, Iss. 1
Open Access | Times Cited: 81
Effects of chatbot-assisted in-class debates on students’ argumentation skills and task motivation
Kai Guo, Yuchun Zhong, Danling Li, et al.
Computers & Education (2023) Vol. 203, pp. 104862-104862
Closed Access | Times Cited: 66
Effect of chatbot-assisted language learning: A meta-analysis
Shunan Zhang, Cheng Shan, John Sie Yuen Lee, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 11, pp. 15223-15243
Closed Access | Times Cited: 43
The ethical implications of using generative chatbots in higher education
Ryan Williams
Frontiers in Education (2024) Vol. 8
Open Access | Times Cited: 39
Decision-guided chatbots and cognitive styles in interdisciplinary learning
Aciang Iku-Silan, Gwo‐Jen Hwang, Chih‐Hung Chen
Computers & Education (2023) Vol. 201, pp. 104812-104812
Closed Access | Times Cited: 37
Effects of a ChatGPT-based flipped learning guiding approach on learners’ courseware project performances and perceptions
Haifeng Li
Australasian Journal of Educational Technology (2023) Vol. 39, Iss. 5, pp. 40-58
Open Access | Times Cited: 24
Investigating students’ engagement in chatbot-supported classroom debates
Kai Guo, Yuchun Zhong, Danling Li, et al.
Interactive Learning Environments (2023) Vol. 32, Iss. 9, pp. 4917-4933
Closed Access | Times Cited: 23
The effectiveness of artificial intelligence on English language learning achievement
Tianyuan Xu, Huang Wang
System (2024) Vol. 125, pp. 103428-103428
Closed Access | Times Cited: 8
The use of artificially intelligent chatbots in English language learning: A systematic meta-synthesis study of articles published between 2010 and 2024
Fatma Koç, Perihan Savaş
ReCALL (2024), pp. 1-18
Open Access | Times Cited: 6
How educational chatbots support self-regulated learning? A systematic review of the literature
Rui Guan, Mladen Raković, Guanliang Chen, et al.
Education and Information Technologies (2024)
Open Access | Times Cited: 6
Mapping students' interest in a new domain: Connecting prior knowledge, interest, and self-efficacy with interesting tasks and a lasting desire to reengage
Luke K. Fryer, Alex Shum, Ada Lee, et al.
Learning and Instruction (2021) Vol. 75, pp. 101493-101493
Closed Access | Times Cited: 39
Unpacking the Rejection of L2 Students Toward ChatGPT-Generated Feedback: An Explanatory Research
Ziqi Chen, Wei Wei, Xinhua Zhu, et al.
ECNU Review of Education (2025)
Open Access
Enhancing teachers’ job satisfaction through the artificial intelligence utilization
Nimesh P. Bhojak, Mohammadali Momin, Dhimen Jani, et al.
Journal of Applied Research in Higher Education (2025)
Closed Access
Chatbots and student motivation: a scoping review
Weijiao Huang, Juming Jiang, Ronnel B. King, et al.
International Journal of Educational Technology in Higher Education (2025) Vol. 22, Iss. 1
Closed Access
Assessing attitudes and impact of AI integration in higher education
Granit Baca, Genc Zhushi
Higher Education Skills and Work-based Learning (2024)
Closed Access | Times Cited: 3
Students’ interest and self-efficacy and the impact of changing learning environments
Sabine Schweder, Diana Raufelder
Contemporary Educational Psychology (2022) Vol. 70, pp. 102082-102082
Closed Access | Times Cited: 15
The How of Survey Self-report: VAS-Likert-Slide-Swipe... Same difference?
Luke K. Fryer, Kaori Nakao
Frontline Learning Research (2020) Vol. 8, Iss. 3, pp. 10-25
Open Access | Times Cited: 22
Self‐efficacy latent growth trajectories' longitudinal links with achievement and interest: Both baseline and growth rate are important for interest outcomes
Luke K. Fryer, H. Nicholas Bovee, Kaori Nakao
British Journal of Educational Psychology (2021) Vol. 92, Iss. 2, pp. 730-747
Open Access | Times Cited: 16
The Influence of Study Interest, Perceived Autonomy Support, and Student Enthusiasm on Class-Related Boredom of English Majors
Guanyu Cui, Jing Zhou, Huilin Zhang, et al.
SAGE Open (2024) Vol. 14, Iss. 1
Closed Access | Times Cited: 2
Ethics, and the Future of Education in an AI-Driven World
Myint Swe Khine
Artificial Intelligence in Education (2024), pp. 629-735
Closed Access | Times Cited: 2
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