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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 Systematic Review of Empirical Studies on Learning Analytics Dashboards: A Self-Regulated Learning Perspective
Wannisa Matcha, Nora’ayu Ahmad Uzir, Dragan Gašević, et al.
IEEE Transactions on Learning Technologies (2019) Vol. 13, Iss. 2, pp. 226-245
Closed Access | Times Cited: 307

Showing 1-25 of 307 citing articles:

Explainable Artificial Intelligence in education
Hassan Khosravi, Simon Buckingham Shum, Guanliang Chen, et al.
Computers and Education Artificial Intelligence (2022) Vol. 3, pp. 100074-100074
Open Access | Times Cited: 350
Automatic feedback in online learning environments: A systematic literature review
Anderson Pinheiro Cavalcanti, Arthur Barbosa, Ruan Carvalho, et al.
Computers and Education Artificial Intelligence (2021) Vol. 2, pp. 100027-100027
Open Access | Times Cited: 265
Human-Centred Learning Analytics
Simon Buckingham Shum, Rebecca Ferguson, Roberto Martínez‐Maldonado
Journal of Learning Analytics (2019) Vol. 6, Iss. 2
Open Access | Times Cited: 209
Learning analytics in European higher education—Trends and barriers
Yi‐Shan Tsai, Diego Rates, Pedro Manuel Moreno-Marcos, et al.
Computers & Education (2020) Vol. 155, pp. 103933-103933
Open Access | Times Cited: 144
Self-regulated learning and learning analytics in online learning environments
Olga Viberg, Mohammad Khalil, Martine Baars
(2020), pp. 524-533
Closed Access | Times Cited: 141
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
Temporally-focused analytics of self-regulated learning: A systematic review of literature
Saint John, Yizhou Fan, Dragan Gašević, et al.
Computers and Education Artificial Intelligence (2022) Vol. 3, pp. 100060-100060
Open Access | Times Cited: 75
Data-Driven Artificial Intelligence in Education: A Comprehensive Review
Kashif Ahmad, Waleed Iqbal, Ammar Elhassan, et al.
IEEE Transactions on Learning Technologies (2023) Vol. 17, pp. 12-31
Open Access | Times Cited: 69
Fine-tuning ChatGPT for automatic scoring
Ehsan Latif, Xiaoming Zhaı
Computers and Education Artificial Intelligence (2024) Vol. 6, pp. 100210-100210
Open Access | Times Cited: 57
Promises and challenges of generative artificial intelligence for human learning
Lixiang Yan, Samuel Greiff, Ziwen Teuber, et al.
Nature Human Behaviour (2024) Vol. 8, Iss. 10, pp. 1839-1850
Closed Access | Times Cited: 43
Generative Artificial Intelligence in Learning Analytics: Contextualising Opportunities and Challenges through the Learning Analytics Cycle
Lixiang Yan, Roberto Martínez‐Maldonado, Dragan Gašević
(2024), pp. 101-111
Open Access | Times Cited: 27
From Data to Insights: A Layered Storytelling Approach for Multimodal Learning Analytics
Roberto Martínez‐Maldonado, Vanessa Echeverría, Gloria Fernandez‐Nieto, et al.
(2020), pp. 1-15
Closed Access | Times Cited: 85
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
A synthesis of systematic review research on emerging learning environments and technologies
Florence Martin, Vanessa P. Dennen, Curtis J. Bonk
Educational Technology Research and Development (2020) Vol. 68, Iss. 4, pp. 1613-1633
Open Access | Times Cited: 82
Trace-SRL: A Framework for Analysis of Microlevel Processes of Self-Regulated Learning From Trace Data
Saint John, Alexander Whitelock‐Wainwright, Dragan Gašević, et al.
IEEE Transactions on Learning Technologies (2020) Vol. 13, Iss. 4, pp. 861-877
Closed Access | Times Cited: 72
Effectiveness of online and blended learning from schools: A systematic review
Keith J. Topping, Walter Douglas, Derek Robertson, et al.
Review of Education (2022) Vol. 10, Iss. 2
Open Access | Times Cited: 66
Social learning analytics in computer-supported collaborative learning environments: A systematic review of empirical studies
Rogers Kaliisa, Bart Rienties, Anders I. Mørch, et al.
Computers and Education Open (2022) Vol. 3, pp. 100073-100073
Open Access | Times Cited: 63
Learning Analytics in Online Learning Environment: A Systematic Review on the Focuses and the Types of Student-Related Analytics Data
Si Na Kew, Zaidatun Tasir
Technology Knowledge and Learning (2021) Vol. 27, Iss. 2, pp. 405-427
Closed Access | Times Cited: 62
Supporting self-regulated learning with learning analytics interventions – a systematic literature review
Sami Heikkinen, Mohammed Saqr, Jonna Malmberg, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 3, pp. 3059-3088
Open Access | Times Cited: 61
Staying on target: A systematic literature review on learner‐facing learning analytics dashboards
Natercia Valle, Pavlo Antonenko, Kara Dawson, et al.
British Journal of Educational Technology (2021) Vol. 52, Iss. 4, pp. 1724-1748
Closed Access | Times Cited: 57
Expectations for supporting student engagement with learning analytics: An academic path perspective
Anni Silvola, Piia Näykki, Anceli Kaveri, et al.
Computers & Education (2021) Vol. 168, pp. 104192-104192
Open Access | Times Cited: 56
Incorporating AI and learning analytics to build trustworthy peer assessment systems
Ali Darvishi, Hassan Khosravi, Shazia Sadiq, et al.
British Journal of Educational Technology (2022) Vol. 53, Iss. 4, pp. 844-875
Open Access | Times Cited: 54
Supporting Self-Regulated Learning in Distance Learning Contexts at Higher Education Level: Systematic Literature Review
Natalia Edisherashvili, Katrin Saks, Margus Pedaste, et al.
Frontiers in Psychology (2022) Vol. 12
Open Access | Times Cited: 52
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
A checklist to guide the planning, designing, implementation, and evaluation of learning analytics dashboards
Rogers Kaliisa, Ioana Jivet, Paul Prinsloo
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 26
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