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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:

A selective meta-analysis on the relative incidence of discrete affective states during learning with technology.
Sidney K. D’Mello
Journal of Educational Psychology (2013) Vol. 105, Iss. 4, pp. 1082-1099
Closed Access | Times Cited: 263

Showing 1-25 of 263 citing articles:

A Review and Meta-Analysis of Multimodal Affect Detection Systems
Sidney K. D’Mello, Jacqueline Kory
ACM Computing Surveys (2015) Vol. 47, Iss. 3, pp. 1-36
Closed Access | Times Cited: 490
Learner Engagement in Blended Learning Environments: A Conceptual Framework
Lisa R. Halverson, Charles R. Graham
Online Learning (2019) Vol. 23, Iss. 2
Open Access | Times Cited: 329
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments
Kristina Loderer, Reinhard Pekrun, James C. Lester
Learning and Instruction (2018) Vol. 70, pp. 101162-101162
Open Access | Times Cited: 288
Measuring emotions during epistemic activities: the Epistemically-Related Emotion Scales
Reinhard Pekrun, Elisabeth Vogl, Krista R. Muis, et al.
Cognition & Emotion (2016) Vol. 31, Iss. 6, pp. 1268-1276
Closed Access | Times Cited: 274
Technology‐mediated learning theory
Matt Bower
British Journal of Educational Technology (2019) Vol. 50, Iss. 3, pp. 1035-1048
Closed Access | Times Cited: 249
Teacher emotions in the classroom and their implications for students
Anne C. Frenzel, Lia M. Daniels, Irena Burić
Educational Psychologist (2021) Vol. 56, Iss. 4, pp. 250-264
Closed Access | Times Cited: 245
Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic
Marion Händel, Melanie Stephan, Michaela Gläser‐Zikuda, et al.
Journal of Research on Technology in Education (2020) Vol. 54, Iss. 2, pp. 267-280
Closed Access | Times Cited: 207
A meta-analysis of how signaling affects learning with media
Sascha Schneider, Maik Beege, Steve Nebel, et al.
Educational Research Review (2017) Vol. 23, pp. 1-24
Closed Access | Times Cited: 206
The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning
Krista R. Muis, Marianne Chevrier, Cara A. Singh
Educational Psychologist (2018) Vol. 53, Iss. 3, pp. 165-184
Closed Access | Times Cited: 205
From signals to knowledge: A conceptual model for multimodal learning analytics
Daniele Di Mitri, Ján Schneider, Marcus Specht, et al.
Journal of Computer Assisted Learning (2018) Vol. 34, Iss. 4, pp. 338-349
Open Access | Times Cited: 191
Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective
Anna Rowe, Julie Fitness
Behavioral Sciences (2018) Vol. 8, Iss. 2, pp. 27-27
Open Access | Times Cited: 185
Automated detection of emotional and cognitive engagement in MOOC discussions to predict learning achievement
Sannyuya Liu, Shiqi Liu, Zhi Liu, et al.
Computers & Education (2022) Vol. 181, pp. 104461-104461
Closed Access | Times Cited: 167
Altering the playback speed of recorded lectures as a learning technique: Examining student practices, motivations, and beliefs
Theepan Tharumalingam, Evan F. Risko
Journal of Research on Technology in Education (2025), pp. 1-20
Closed Access | Times Cited: 2
Automatic Detection of Learning-Centered Affective States in the Wild
Nigel Bosch, Sidney K. D’Mello, Ryan S. Baker, et al.
(2015), pp. 379-388
Closed Access | Times Cited: 145
Preliminary empirical model of crucial determinants of best practice for peer tutoring on academic achievement.
Kim Chau Leung
Journal of Educational Psychology (2014) Vol. 107, Iss. 2, pp. 558-579
Closed Access | Times Cited: 120
What multimodal data can tell us about the students’ regulation of their learning process?
Sanna Järvelä, Jonna Malmberg, Eetu Haataja, et al.
Learning and Instruction (2019) Vol. 72, pp. 101203-101203
Open Access | Times Cited: 117
Multimodal data to design visual learning analytics for understanding regulation of learning
Omid Noroozi, Iman Alikhani, Sanna Järvelä, et al.
Computers in Human Behavior (2018) Vol. 100, pp. 298-304
Open Access | Times Cited: 115
Big Data Comes to School
Bill Cope, Mary Kalantzis
AERA Open (2016) Vol. 2, Iss. 2
Open Access | Times Cited: 109
The autonomy-enhancing effects of choice on cognitive load, motivation and learning with digital media
Sascha Schneider, Steve Nebel, Maik Beege, et al.
Learning and Instruction (2018) Vol. 58, pp. 161-172
Closed Access | Times Cited: 109
Using Video to Automatically Detect Learner Affect in Computer-Enabled Classrooms
Nigel Bosch, Sidney K. D’Mello, Jaclyn Ocumpaugh, et al.
ACM Transactions on Interactive Intelligent Systems (2016) Vol. 6, Iss. 2, pp. 1-26
Closed Access | Times Cited: 106
The Affective Computing Approach to Affect Measurement
Sidney K. D’Mello, Arvid Kappas, Jonathan Gratch
Emotion Review (2017) Vol. 10, Iss. 2, pp. 174-183
Open Access | Times Cited: 106
The Affective Experience of Novice Computer Programmers
Nigel Bosch, Sidney K. D’Mello
International Journal of Artificial Intelligence in Education (2015) Vol. 27, Iss. 1, pp. 181-206
Closed Access | Times Cited: 100
The Academic Diligence Task (ADT): assessing individual differences in effort on tedious but important schoolwork
Brian M. Galla, Benjamin D. Plummer, Rachel E. White, et al.
Contemporary Educational Psychology (2014) Vol. 39, Iss. 4, pp. 314-325
Open Access | Times Cited: 99
Affective states in computer-supported collaborative learning: Studying the past to drive the future
Rachel Carlos Duque Reis, Seiji Isotani, Carla Lopes Rodriguez, et al.
Computers & Education (2018) Vol. 120, pp. 29-50
Closed Access | Times Cited: 95
An intelligent system for monitoring students' engagement in large classroom teaching through facial expression recognition
Chakradhar Pabba, Praveen Kumar
Expert Systems (2021) Vol. 39, Iss. 1
Closed Access | Times Cited: 88
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