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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 learning analytic approach to unveiling self-regulatory processes in learning tactics
Yizhou Fan, Saint John, Shaveen Singh, et al.
(2021), pp. 184-195
Closed Access | Times Cited: 36

Showing 1-25 of 36 citing articles:

Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data
Inge Molenaar, Susanne de Mooij, Roger Azevedo, et al.
Computers in Human Behavior (2022) Vol. 139, pp. 107540-107540
Open Access | Times Cited: 104
Leading teachers' perspective on teacher-AI collaboration in education
Jinhee Kim
Education and Information Technologies (2023) Vol. 29, Iss. 7, pp. 8693-8724
Closed Access | Times Cited: 103
Towards investigating the validity of measurement of self-regulated learning based on trace data
Yizhou Fan, Joep van der Graaf, Lyn Lim, et al.
Metacognition and Learning (2022) Vol. 17, Iss. 3, pp. 949-987
Open Access | Times Cited: 50
Towards a fuller picture: Triangulation and integration of the measurement of self‐regulated learning based on trace and think aloud data
Yizhou Fan, Mladen Raković, Joep van der Graaf, et al.
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 4, pp. 1303-1324
Open Access | Times Cited: 35
Effects of Internal and External Conditions on Strategies of Self-regulated Learning: A Learning Analytics Study
Namrata Srivastava, Yizhou Fan, Mladen Raković, et al.
(2022)
Open Access | Times Cited: 30
Dissecting learning tactics in MOOC using ordered network analysis
Yizhou Fan, Yuanru Tan, Mladen Raković, et al.
Journal of Computer Assisted Learning (2022) Vol. 39, Iss. 1, pp. 154-166
Open Access | Times Cited: 29
Detecting non-verbal speech and gaze behaviours with multimodal data and computer vision to interpret effective collaborative learning interactions
Qi Zhou, Wannapon Suraworachet, Mutlu Cukurova
Education and Information Technologies (2023) Vol. 29, Iss. 1, pp. 1071-1098
Open Access | Times Cited: 11
Investigating Self-Regulated Learning Measurement Based on Trace Data: A Systematic Literature Review
Amine Boulahmel, Fahima Djelil, Grégory Smits
Technology Knowledge and Learning (2025)
Closed Access
A Scoring Algorithm for the Early Prediction of Academic Risk in STEM Courses
Vanja Čotic Poturić, Sanja Čandrlić, Ivan Dražić
Algorithms (2025) Vol. 18, Iss. 4, pp. 177-177
Open Access
Modeling Student Teachers’ Self-Regulated Learning of Complex Professional Knowledge: A Sequential and Clustering Analysis with Think-Aloud Protocols
Lingyun Huang
Computers & Education (2025), pp. 105310-105310
Closed 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
Learning stream plot: classroom activity visualization with daily learning log data
Izumi Horikoshi, Yuko Toyokawa, Kohei Nakamura, et al.
Smart Learning Environments (2025) Vol. 12, Iss. 1
Open Access
A Multi-Level Trace Clustering Analysis Scheme for Measuring Students’ Self-Regulated Learning Behavior in a Mastery-Based Online Learning Environment
Tom Zhang, Michelle Taub, Zhongzhou Chen
(2022), pp. 197-207
Closed Access | Times Cited: 15
CTAM4SRL: A Consolidated Temporal Analytic Method for Analysis of Self-Regulated Learning
Debarshi Nath, Dragan Gašević, Yizhou Fan, et al.
(2024), pp. 645-655
Open Access | Times Cited: 3
Co‐designing enduring learning analytics prediction and support tools in undergraduate biology courses
Robert D. Plumley, Matthew L. Bernacki, Jeffrey A. Greene, et al.
British Journal of Educational Technology (2024) Vol. 55, Iss. 5, pp. 1860-1883
Closed Access | Times Cited: 3
Process Mining Workshops
Marco Montali, Arik Senderovich, Matthias Weidlich
Lecture notes in business information processing (2023)
Open Access | Times Cited: 7
Transitions through lifelong learning: Implications for learning analytics
Oleksandra Poquet, Kirsty Kitto, Jelena Jovanović, et al.
Computers and Education Artificial Intelligence (2021) Vol. 2, pp. 100039-100039
Open Access | Times Cited: 18
Measurement of Self-regulated Learning: Strategies for mapping trace data to learning processes and downstream analysis implications
Ikenna Osakwe, Guanliang Chen, Yizhou Fan, et al.
(2024), pp. 563-575
Open Access | Times Cited: 2
When to Intervene? Utilizing Two Facets of Temporality in Students’ SRL Processes in a Programming Course
Sina Nazeri, Marek Hatala, Fatemeh Salehian Kia
(2023), pp. 293-302
Closed Access | Times Cited: 6
Dispositional Learning Analytics for Supporting Individualized Learning Feedback
Dirk Tempelaar, Bart Rienties, Quan Nguyen
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 13
Experimental Evidence of Performance Feedback vs. Mastery Feedback on Students’ Academic Motivation
Stephen J. Aguilar
(2022)
Open Access | Times Cited: 9
Discovering Students’ Learning Strategies in a Visual Programming MOOC Through Process Mining Techniques
Narjes Rohani, Kobi Gal, Michael Gallagher, et al.
Lecture notes in business information processing (2023), pp. 539-551
Open Access | Times Cited: 4
Exploring Manifestations of Learners’ Self-Regulated Tactics and Strategies Across Blended Learning Courses
Esteban Villalobos, Mar Pérez‐Sanagustín, Roger Azevedo, et al.
IEEE Transactions on Learning Technologies (2024) Vol. 17, pp. 1544-1557
Closed Access | Times Cited: 1
Beyond Frequency: Using Epistemic Network Analysis and Multimodal Traces to Understand Temporal Dynamics of Self-Regulated Learning
Hanall Sung, Matthew L. Bernacki, Jeffrey A. Greene, et al.
Journal of Science Education and Technology (2024)
Open Access | Times Cited: 1
Improving Student Feedback Literacy in e-Assessments: A Framework for the Higher Education Context
Tarid Wongvorachan, Okan Bulut, Yi‐Shan Tsai, et al.
Trends in Higher Education (2022) Vol. 1, Iss. 1, pp. 16-29
Open Access | Times Cited: 6
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