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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 Deep Transfer Learning Approach to Modeling Teacher Discourse in the Classroom
Emily Jensen, Samuel L. Pugh, Sidney D’Mello
(2021), pp. 302-312
Open Access | Times Cited: 25

Showing 25 citing articles:

A critical evaluation, challenges, and future perspectives of using artificial intelligence and emerging technologies in smart classrooms
Elenı Dimitriadou, Andreas Lanitis
Smart Learning Environments (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 158
Do Speech-Based Collaboration Analytics Generalize Across Task Contexts?
Samuel L. Pugh, Arjun Rao, Angela Stewart, et al.
(2022), pp. 208-218
Open Access | Times Cited: 24
Psychological Measurement in the Information Age: Machine-Learned Computational Models
Sidney D’Mello, Louis Tay, Rosy Southwell
Current Directions in Psychological Science (2022) Vol. 31, Iss. 1, pp. 76-87
Open Access | Times Cited: 21
Applying Large Language Models to Enhance Dialogue and Communication Analysis for Adaptive Team Training
Randall D. Spain, Wookhee Min, Vikram Kumaran, et al.
International Journal of Artificial Intelligence in Education (2025)
Closed Access
High School English Teachers Reflect on Their Talk: A Study of Response to Automated Feedback with the Teacher Talk Tool
Sean Kelly, Gazi Güner, Nicholas Hunkins, et al.
International Journal of Artificial Intelligence in Education (2024)
Closed Access | Times Cited: 3
“Beautiful work, you're rock stars!”: Teacher Analytics to Uncover Discourse that Supports or Undermines Student Motivation, Identity, and Belonging in Classrooms
Nicholas Hunkins, Sean Kelly, Sidney D’Mello
(2022), pp. 230-238
Open Access | Times Cited: 14
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
Computationally Identifying Funneling and Focusing Questions in Classroom Discourse
Sterling Alic, Dorottya Demszky, Zid Mancenido, et al.
(2022)
Open Access | Times Cited: 11
Generative Pre-trained Transformers for Coding Text Data? An Analysis with Classroom Orchestration Data
Ishari Amarasinghe, Francielle Marques, Ariel Orlando Ortiz Beltrán, et al.
Lecture notes in computer science (2023), pp. 32-43
Closed Access | Times Cited: 6
The Role of Artificial Intelligence in Smart Classes: A survey
Elenı Dimitriadou, Andreas Lanitis
2022 IEEE 21st Mediterranean Electrotechnical Conference (MELECON) (2022)
Closed Access | Times Cited: 8
Exploring Brazilian Teachers’ Perceptions and a priori Needs to Design Smart Classrooms
Andreza Ferreira, Danielli Araújo Lima, Wilk Oliveira, et al.
International Journal of Artificial Intelligence in Education (2024)
Closed Access | Times Cited: 1
Research Trends in Teaching Analytics: Bibliometric Mapping and Content Analysis
Meva Bayrak Karsli, Sinem Çilligöl Karabey, Ebubekir Kaba, et al.
Technology Knowledge and Learning (2024)
Closed Access | Times Cited: 1
Agnosticism in instructional observation systems
Sean Kelly
Education Policy Analysis Archives (2023) Vol. 31
Open Access | Times Cited: 3
Teacher Talk Moves in K12 Mathematics Lessons: Automatic Identification, Prediction Explanation, and Characteristic Exploration
Deliang Wang, Dapeng Shan, Yaqian Zheng, et al.
Lecture notes in computer science (2023), pp. 651-664
Closed Access | Times Cited: 2
A Systematic Approach for Automated Lecture Style Evaluation Using Biometric Features
Elenı Dimitriadou, Andreas Lanitis
Lecture notes in computer science (2023), pp. 3-12
Closed Access | Times Cited: 2
Can Multi-Label Classifiers Help Identify Subjectivity? A Deep Learning Approach to Classifying Cognitive Presence in MOOCs
Yuanyuan Hu, Claire Donald, Nasser Giacaman
International Journal of Artificial Intelligence in Education (2022) Vol. 33, Iss. 4, pp. 781-816
Open Access | Times Cited: 3
Fine-Grained, Nomination Coding in the Support Domain: Promising Teacher Discourse Measures
Sean Kelly, Hadassah Muthoka, Erin Vines, et al.
The Journal of Experimental Education (2024), pp. 1-21
Closed Access
Automated Assessment of Encouragement and Warmth in Classrooms Leveraging Multimodal Emotional Features and ChatGPT
Ruikun Hou, Tim Fütterer, Babette Bühler, et al.
Lecture notes in computer science (2024), pp. 60-74
Closed Access
Evaluating the impact of an automated body language assessment system
Elenı Dimitriadou, Andreas Lanitis
Education and Information Technologies (2024)
Open Access
An integrated framework for developing and evaluating a lecture style assessment methodology
Elenı Dimitriadou, Andreas Lanitis
Multimedia Tools and Applications (2024)
Closed Access
Evaluating large language models in analysing classroom dialogue
Yun Liang Long, Haifeng Luo, Yu Zhang
npj Science of Learning (2024) Vol. 9, Iss. 1
Open Access
Using AI Tools to Provide Teachers with Fully Automated, Personalized Feedback on Their Classroom Discourse Patterns
Abhijit Suresh, William R. Penuel, Jennifer Jacobs, et al.
Oxford University Press eBooks (2024), pp. 371-398
Closed Access
AI-Enabled Classroom Conversation Analysis: Intelligent Positioning of Teacher and Student Roles
Xuan Liu, Zhong Sun
Lecture notes on data engineering and communications technologies (2024), pp. 88-98
Closed Access
The ethical implications of using Multimodal Learning Analytics: Towards an ethical research and practice framework
Haifa Alwahaby, Mutlu Cukurova
(2022)
Open Access | Times Cited: 2
Empowering Teacher Learning with AI: Automated Evaluation of Teacher Attention to Student Ideas during Argumentation-focused Discussion
Tanya Nazaretsky, Jamie N. Mikeska, Beata Beigman Klebanov
(2022)
Open Access | Times Cited: 1
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