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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:

Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses
Lisa-Angelique Lim, Shane Dawson, Dragan Gašević, et al.
Assessment & Evaluation in Higher Education (2020) Vol. 46, Iss. 3, pp. 339-359
Open Access | Times Cited: 82

Showing 1-25 of 82 citing articles:

Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness
Tonny Menglun Kuo, Chin‐Chung Tsai, Jyun‐Cheng Wang
The Internet and Higher Education (2021) Vol. 51, pp. 100819-100819
Closed Access | Times Cited: 128
A systematic review of the role of learning analytics in enhancing feedback practices in higher education
Seyyed Kazem Banihashem, Omid Noroozi, Stan van Ginkel, et al.
Educational Research Review (2022) Vol. 37, pp. 100489-100489
Open Access | Times Cited: 112
Using AI to Care: Lessons Learned from Leveraging Generative AI for Personalized Affective-Motivational Feedback
Gahyun Sung, Léonore V. Guillain, Bertrand Schneider
International Journal of Artificial Intelligence in Education (2025)
Closed Access | Times Cited: 2
Personalized feedback in digital learning environments: Classification framework and literature review
Uwe Maier, Christian Klotz
Computers and Education Artificial Intelligence (2022) Vol. 3, pp. 100080-100080
Open Access | Times Cited: 66
A Systematic Literature Review of Empirical Research on Epistemic Network Analysis in Education
Ramy Elmoazen, Mohammed Saqr, Matti Tedre, et al.
IEEE Access (2022) Vol. 10, pp. 17330-17348
Open Access | Times Cited: 47
A Review of Learning Analytics Dashboard Research in Higher Education: Implications for Justice, Equity, Diversity, and Inclusion
Kimberly Williamson, René F. Kizilcec
(2022), pp. 260-270
Closed Access | Times Cited: 41
From the Automated Assessment of Student Essay Content to Highly Informative Feedback: a Case Study
Sebastian Gombert, Aron Fink, Tornike Giorgashvili, et al.
International Journal of Artificial Intelligence in Education (2024)
Open Access | Times Cited: 15
Emerging technologies in higher education assessment and feedback practices: A systematic literature review
Ruchi Sembey, Rashina Hoda, John Grundy
Journal of Systems and Software (2024) Vol. 211, pp. 111988-111988
Open Access | Times Cited: 11
Effects of personalised feedback approach on knowledge building, emotions, co-regulated behavioural patterns and cognitive load in online collaborative learning
Lanqin Zheng, Lu Zhong, Jiayu Niu
Assessment & Evaluation in Higher Education (2021) Vol. 47, Iss. 1, pp. 109-125
Closed Access | Times Cited: 50
Perceptions of Learners and Instructors towards Artificial Intelligence in Personalized Learning
Ali H. Al‐Badi, Asharul Islam Khan, Eid-Alotaibi
Procedia Computer Science (2022) Vol. 201, pp. 445-451
Open Access | Times Cited: 33
Data Literacy für Learning Analytics
T.J.E. Schwarz, Sebastian Jeworutzki
Doing higher education (2024), pp. 225-243
Closed Access | Times Cited: 7
Students’ sense-making of personalised feedback based on learning analytics
Lisa-Angelique Lim, Shane Dawson, Dragan Gašević, et al.
Australasian Journal of Educational Technology (2020) Vol. 36, Iss. 6, pp. 15-33
Open Access | Times Cited: 47
How is theory used in assessment and feedback research? A critical review
Juuso Henrik Nieminen, Margaret Bearman, Joanna Tai
Assessment & Evaluation in Higher Education (2022) Vol. 48, Iss. 1, pp. 77-94
Open Access | Times Cited: 26
A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy
Simon Buckingham Shum, Lisa-Angelique Lim, David Boud, et al.
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 15
Multimodal measurements enhance insights into emotional responses to immediate feedback
Anne Horvers, Inge Molenaar, Heleen Van Der West, et al.
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 5
Assessing the proficiency of large language models in automatic feedback generation: An evaluation study
Wei Dai, Yi‐Shan Tsai, Jionghao Lin, et al.
Computers and Education Artificial Intelligence (2024) Vol. 7, pp. 100299-100299
Open Access | Times Cited: 5
Facial Recognition System to Detect Student Emotions and Cheating in Distance Learning
Fezile Özdamlı, Aayat Aljarrah, Damla Karagözlü, et al.
Sustainability (2022) Vol. 14, Iss. 20, pp. 13230-13230
Open Access | Times Cited: 20
Learning Analytics in the Era of Large Language Models
Elisabetta Mazzullo, Okan Bulut, Tarid Wongvorachan, et al.
Analytics (2023) Vol. 2, Iss. 4, pp. 877-898
Open Access | Times Cited: 12
Technology-enhanced personalized learning: Lessons from online teaching at three South-East Asian universities
Kiran Kaur, Rohaida Mohd Saat, Lieven Demeester, et al.
Contemporary Educational Technology (2025) Vol. 17, Iss. 2, pp. ep567-ep567
Closed Access
The Impact of Generative AI on Essay Revisions and Student Engagement
Noble Lo, Alan Wong, S. T. Chan
Computers and Education Open (2025), pp. 100249-100249
Open Access
Analytics of self-regulated learning strategies and scaffolding: Associations with learning performance
Tongguang Li, Lixiang Yan, Sehrish Iqbal, et al.
Computers and Education Artificial Intelligence (2025), pp. 100410-100410
Open Access
Flipped classroom for music theory course in Chinese universities: a conceptual framework of practice
Zhu Qisen, Khairul Azhar Jamaludin, Nurfaradilla Mohamad Nasri, et al.
Cogent Education (2025) Vol. 12, Iss. 1
Open Access
Anatomy and Physiology Beyond “This Is Interesting:” Assessing Transformative Experiences Through Epistemic Network Analysis
Emily A. Royse, Kevin J. Pugh, Dylan P. J. Kriescher, et al.
Journal of Science Education and Technology (2025)
Closed Access
Learners’ Needs in Online Learning Environments and Third Generation Learning Management Systems (LMS 3.0)
Muhittin Şahi̇n, Halil Yurdugül
Technology Knowledge and Learning (2020) Vol. 27, Iss. 1, pp. 33-48
Closed Access | Times Cited: 32
A shared lens around sensemaking in learning analytics: What activity theory, definition of a situation and affordances can offer
Oleksandra Poquet
British Journal of Educational Technology (2024) Vol. 55, Iss. 4, pp. 1811-1831
Open Access | Times Cited: 3
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