Systematic Review Flow (PRISMA 2020)
Transparent flow of article identification, LLM screening, full-text eligibility assessment, and inclusion into living synthesis with expert validation.
✓ PRISMA funnel conservation verified (100% stage closure)
Zero data leakage: n_in = n_out + ∑n_excl + n_pending verified across identification, screening, eligibility, and synthesis.
ID: 13497 →
Screen: 12703 →
Eligible: 2013 →
Included: 57
Expert Validation & Taste Loop
Independent of the formal PRISMA selection rules: editorial verdicts by the curator to calibrate quality and active learning.
👍 10
Approved in digest
(14 total in corpus)
👎 29
Rejected with reason
(1 pre / 18 post analysis)
Breakdown of expert rejection reasons:
not_novel: 4
not_for_educators: 3
off_topic: 13
too_narrow: 2
duplicate: 5
other: 1
weak_method: 1
📋 Structured Review Summary (PRISMA 2020: Item 2)
Background: Living systematic review of Large Language Models (LLMs) and autonomous agents in higher education. Focuses on engineering countermeasures to academic dishonesty and redesign of assessment.
Objectives: Systematic identification, screening, and synthesis of empirical evidence regarding reliability, methodological rigor, and consensus challenges in higher education GenAI integration.
Eligibility Criteria: Scholarly works with open-access full text; topic relevance R ≥ 4.0; weighted final score ≥ 5.0.
Information Sources: Multi-register tracking: arXiv, Crossref, OpenAlex, Semantic Scholar, ERIC, plus forward/backward citation loops (depth 1–2).
Risk of Bias & Quality: Multi-criteria methodological rigor (M, 0–10). Screening reliability validated via dual evaluation: Gwet's AC1, stratified recall, and ROC AUC.
Synthesis & Included: Included n = 57 verified works into the living review with extracted claims, limitations, and empirical findings.
🎯 PICO / PECO Search & Eligibility Framework (PRISMA 2020: Items 4–5)
| Component | Protocol Definition | Inclusion / Exclusion Boundaries |
|---|---|---|
| P (Population) | Higher education: universities, colleges, undergraduate/graduate students, instructors, and examiners. | Included: higher/tertiary education. Excluded: purely K-12 primary education without transferability. |
| I / E (Intervention / Exposure) | Use of modern LLMs (GPT-4, Claude, Gemini, Llama) and agentic frameworks for exam solving, tutoring, or automated grading. | Included: empirical testing and deployment of LLMs. Excluded: legacy non-generative ML or symbolic AI. |
| C (Comparator) | Traditional non-AI assessments, human baselines, or comparative evaluation of engineering defenses (guardrails, multi-agent validation). | Included: baselines, cohort comparisons, or countermeasures. Excluded: purely speculative essays without comparator. |
| O (Outcomes) | Task performance, exam breach rates, countermeasure resilience, shift in assessment rubrics, cognitive learning outcomes. | Included: empirical accuracy, resilience, rubric difficulty, psychometrics. Excluded: unverified claims. |
| S (Study Design) | Empirical studies: controlled experiments (RCT), quasi-experiments, case studies, psychometric evaluations, benchmark audits. | Included: peer-reviewed/preprint research with empirical data. Excluded: opinion blogs, press releases. |
* Footnote *: Prefilter Mathematical Model, Indicators & Scoring Formula (Rubric v2.3)
Rubric Indicators & Parameters
| Symbol | Indicator Name | Weight / Value |
|---|---|---|
| M | Methodological Rigor | wM = 0.32 |
| E | Engineering Countermeasures | wE = 0.25 |
| C | Consensus Challenge | wC = 0.43 |
| N | Novelty | wN = 0.00 |
| R | Topic Relevance (0–10) | Rmin = 4.0, Rfull = 7.0 |
| Gate | Binary Scope Gate | PASS / FAIL |
| Поріг | Pass Threshold | Score ≥ 5.0 |
Relevance R is a multiplier, not a summand: papers with R < R_min receive 0, and high-quality off-topic papers cannot outrank topical ones.
Scoring Formulae (MathML Core)
1. Final Prefilter Score:
2. Weighted Quality Score (Q):
3. Logical Prefilter Screening Criterion:
Methods & reporting (PRISMA 2020 items 1–15, 23–27)
Review type, objective, eligibility (1, 3–5)
Living systematic review: a daily-updated, automation-assisted selection. It is a literature-selection tool, not a published review with meta-analysis.
Topic (given to the model): Validity of educational assessment under generative AI and how to keep it (AI-resistant / AI-resilient assessment). Core: how generative AI changes what grades and test scores mean (validity arguments in the sense of Kane and Messick), assessment redesign, and quantitative methods that detect or model the distortion in assessment and learning data: item response theory, differential item functioning between humans and LLMs, item parameter drift, rater drift, item compromise and preknowledge, score shifts under unsupervised or online conditions (proctored vs unproctored exams, cheating, grade inflation), change-point and concept-drift detection, LLMs as test takers or raters, computerized adaptive testing and automated test assembly. Computational, statistical and engineering work is preferred, but a solid conceptual or empirical education study of assessment under generative AI belongs here too. Detectors of AI-generated text and watermarking are only adjacent to the topic. The audience is university educators and researchers: work about primary and secondary school (K-12) is off topic unless its findings or methods clearly transfer to higher education.
- Include: a scholarly article with topic relevance R ≥ 4.0, final score ≥ 5.0; a legal open-access full text that was actually read.
- Exclude: non-articles (datasets, code, errata), duplicates and preprints of published works, retracted works, K-12 with no transfer to higher education, works without full text (paywall, fetch errors), expert-rejected works (👎, reason recorded).
- Manual additions (origin = manual) bypass score screening but go through eligibility assessment.
Information sources & last searched (6)
| Channel | Records | Last record |
|---|---|---|
search — arXiv, OpenAlex, Semantic Scholar, ERIC | 11813 | 2026-10-29 22:22 |
ref — reference lists of read works | 1657 | 2026-10-29 14:23 |
manual — added manually | 27 | 2026-10-07 12:05 |
Citation candidates take metadata from OpenAlex; Crossref/Unpaywall supply DOIs, versions and open PDFs.
Search strategy (7)
Current search version: v1.0. A work matches if its title/abstract hits a term from EVERY group of at least one query (OR within a group; case-insensitive, word boundaries).
Queries (groups):
education × ai; psychometrics × ai; integrity × education; drift × education; drift × psychometrics
education: education, educational, student, learner, teacher, lecturer, classroom, university, higher education, school, curriculum, assessment, exam, examination, examinee, test taker, test score, grading, homework, coursework, online course, essay, academic integrity, academic misconduct, plagiarism, cheating, e-learning, MOOC
ai: generative AI, GenAI, large language model, LLM, ChatGPT, GPT-4, chatbot, AI-generated, AI-assisted, AI-resistant, AI-resilient, AI tool, artificial intelligence
integrity: proctoring, proctored, unproctored, non-proctored, remote proctoring, online exam, online test, online testing, exam integrity, testing integrity, academic integrity, academic dishonesty, cheating, contract cheating, grade inflation
psychometrics: item response theory, IRT, Rasch, psychometric, educational measurement, educational testing, differential item functioning, computerized adaptive testing, adaptive testing, automated test assembly, knowledge tracing, automated scoring, automated essay scoring, validity argument, construct validity, assessment validity, predictive validity
drift: parameter drift, dynamic item response, item parameter drift, rater drift, severity drift, concept drift, change point, change-point detection, item compromise, preknowledge, item exposure, test security, aberrant response, person-fit, differential item functioning
Semantic Scholar phrases: assessment validity generative AI; AI-resilient assessment higher education; AI-resistant assessment design; generative AI exam performance natural experiment; differential item functioning large language models humans; LLM as test taker item response theory; proctored versus unproctored online exam scores; generative AI grade inflation; item parameter drift detection; item compromise preknowledge detection; concept drift knowledge tracing; change point detection educational testing
arXiv: cs.CY, cs.CL, cs.HC, cs.AI, cs.LG, stat.AP, stat.ME. Result caps per query: OpenAlex 50, Semantic Scholar 25, ERIC 25. Citation searching: depth 1 from read and 👍 works, depth 2 from 👍 only; neighbours of 👍 works bypass the lexical filter.
| Search version | Records (search) | First | Last |
|---|---|---|---|
v1.0 | 11813 | 2026-10-06 | 2026-10-29 |
Selection process & automation (8, 9, 11)
- Abstract screening: a single automated reviewer — an LLM (gemini-3.1-flash-lite, gemini-3.5-flash-lite), batches of 20, models alternate; every evaluation is stored (prefilter_evaluations) with model and rubric version.
- Full-text analysis and data collection: gemini-3.8-flash, gemini-3.7-flash, gemini-3.6-flash, prompt
v2.1. Only after PDF→Markdown conversion; the model is never called without full text. - Verification: code checks every quote against the text (exact match after normalisation); unconfirmed claims are discarded.
- Human: no independent second reviewer. The owner gives 👍/👎 verdicts on a sample (50% near threshold, 30% top, 20% random); they steer the queue and few-shot examples but do not change the score.
- Data items (10): summary, method/data/sample, claims, limitations, study design (assessment_design, psychometric_modeling, natural_experiment, detector_evaluation, survey, rct, quasi_experiment, qualitative, theoretical, review, other), tags, rubric criteria.
- Risk of bias (11): not assessed formally (RoB, GRADE not applied); criterion M (methodological rigor, 0–10) is a ranking score, not a RoB tool. No effect measures or meta-analysis (12, 13d–f, 15): synthesis is qualitative, via article analyses and tags.
| Screening model | Scored |
|---|---|
gemini-3.1-flash-lite | 6405 |
gemini-3.5-flash-lite | 5900 |
— | 464 |
| Analysis model | prompt | Analyses |
|---|---|---|
gemini-3.1-flash-lite | v2.1 | 275 |
gemini-3.6-flash | v2.1 | 104 |
gemini-3.8-flash | v2.1 | 87 |
gemini-3.7-flash | v2.1 | 80 |
Scoring rubric v2.3 (0–10 anchors)
The model scores 0–10 per criterion; the anchors below are embedded in the prompt. Formula and weights are in the footnote above. Changing anchors or weights without a new version is blocked by a hash check.
| Criterion | Weight | 2 | 5 | 8 |
|---|---|---|---|---|
| Topic relevance (R) | × min(1, R/7.0) | No link to education or assessment: image, audio or model watermarking, model IP protection, general NLP benchmarks, AI in industry. | Adjacent: generative AI in education without an assessment focus; academic integrity with no evidence on assessment outcomes; detectors of AI-generated text or of student AI use; general psychometrics (adaptive testing, test assembly, IRT) with no drift, validity or AI angle. | Core: validity of assessment under generative AI (what grades and scores mean when AI is available); how grades shift under unsupervised conditions or cheating (proctored vs unproctored exams, grade inflation); AI-resistant or AI-resilient assessment design; quantitative methods that detect or model distorted assessment or learning data (DIF between humans and LLMs, item parameter or rater drift, item compromise/preknowledge, change-point or concept-drift detection, LLMs as test takers or raters). |
| Methodological rigor (M) | 0.32 | Vague evaluation, convenience sample of a few dozen, self-report only, no control group or baseline. | Clear dataset or sample (hundreds), standard metrics or validated instruments, comparison with baselines or a control group. | Randomized/controlled or preregistered, large or multi-site/multilingual data, adversarial or robustness checks, effect sizes with uncertainty. |
| Engineering countermeasures (E) | 0.25 | No method or countermeasure: describes impact, attitudes or policy only. | A concrete method or countermeasure with an evaluation: statistical test or model, detector, scoring procedure, or an assessment design tried on real cohorts. | A rigorous, reusable method: formal model with guarantees or error control, open code, validated on both real and simulated data. |
| Consensus challenge (C) | 0.43 | Reconfirms standard wisdom. | Nuances the consensus (e.g. detectors fail under mild paraphrasing; AI use does not harm an outcome it is assumed to harm). | Directly refutes high-profile claims with rigorous evidence. |
| Novelty (N) | 0.00 | Replicates well-known findings (another survey of student attitudes to ChatGPT, another test of one detector on a handful of prompts). | New dataset, benchmark, population or setting, or a previously untried technique. | Fundamentally new attack or defence, a theoretical/impossibility result, or a finding that changes how the field frames the problem. |
The model interpolates between anchors. The deep-analysis score is computed by code with the same formula from criteria_breakdown.
| Rubric version | Papers scored |
|---|---|
v2.0 | 261 |
v2.1 | 183 |
v2.2 | 20 |
v2.3 (current) | 12305 |
Screening Validation: Reliability & Agreement Metrics
Reference standard: expert verdicts. Full PRISMA systematic review metrics computed: recall, specificity, NPV, F₁, F₂, ROC AUC, DOR, paradox-immune Gwet's AC₁, and continuous score agreement.
| Measure | Value | Meaning |
|---|---|---|
| Seed-set recall | 50% (1/2), 95% CI 9–91% | Share of manually added 👍 works (bypassing screening) scoring ≥ threshold 5.0. Unbiased sensitivity estimate on this set. |
| Estimated corpus recall | 100% (100–100%) | Post-stratified by score band from judged works; conservative interval. Relevant works missed ≈ 0 (0–0). Not measured (too few verdicts in band): 10717 screened-out works. |
| Sensitivity / Recall | 100% (12/12), 95% CI 76–100% | Share of relevant works passed by screening: TP / (TP + FN). |
| Specificity | 20% (4/20), 95% CI 8–42% | Share of irrelevant works rejected by screening: TN / (TN + FP). |
| Precision / PPV | 43% (12/28), 95% CI 27–61% | Share of expert-approved among screening passes: TP / (TP + FP). |
| Negative Predictive Value (NPV) | 100% (4/4), 95% CI 51–100% | Share of truly irrelevant among screened-out works: TN / (TN + FN). Protects against losing relevant papers. |
| F-scores (F₁ and F₂) | F₁: 0.60 · F₂: 0.79 | F₂ weights recall twice as much as precision — critical safety metric against false exclusions in PRISMA. |
| Balanced Accuracy | 60.0% | Arithmetic mean of sensitivity and specificity, unaffected by class imbalance. |
| Diagnostic Odds Ratio (DOR) | 6.82 | DOR = (TP · TN) / (FP · FN) with Haldane-Anscombe correction. Overall discriminative capability of screening. |
| ROC AUC | 0.65 (95% CI 0.43–0.84) | Probability a 👍 work outscores a 👎 one (0.5 = chance). CI computed via DeLong / Bootstrap. |
| Inter-Rater Agreement (Gwet's AC₁ & Cohen's κ) | — | Gwet's AC₁ is paradox-immune inter-rater agreement on double-scored works, robust to severe class imbalance (80-90% screening rejection). |
| Continuous Score Agreement |
MAD: — r Пірсона: — |
Mean Absolute Difference (MAD) and Pearson r between scores of screening models on shared papers. |
| Score band | Works | Judged | 👍 | 👍 rate |
|---|---|---|---|---|
| 0.0–2.0 | 6841 | 2 (too few) | 0 | 0% |
| 2.0–4.0 | 2952 | 0 (too few) | 0 | — |
| 4.0–5.0 | 924 | 2 (too few) | 0 | 0% |
| 5.0–6.0 ✓ | 1090 | 3 | 2 | 67% |
| 6.0–8.0 ✓ | 872 | 23 | 8 | 35% |
| 8.0–10.0 ✓ | 27 | 2 (too few) | 2 | 100% |
| Screening model | Seed recall | AUC | Sens / Spec | Prec / NPV | F₁ / AC₁ | 👍 / 👎 (TP/FP/FN/TN) |
|---|---|---|---|---|---|---|
gemini-3.1-flash-lite |
50% (1/2), 95% CI 9–91% | 0.63 | 100% (12/12), 95% CI 76–100% / 16% (3/19), 95% CI 6–38% | 43% (12/28), 95% CI 27–61% / 100% (3/3), 95% CI 44–100% | 0.60 / 0.05 | 12 / 19 (12/16/0/3) |
gemini-3.5-flash-lite |
— | — | — / 100% (1/1), 95% CI 21–100% | — / 100% (1/1), 95% CI 21–100% | — / 1.00 | 0 / 1 (0/0/0/1) |
— |
— | — | — / — | — / — | — / — | 0 / 0 (0/0/0/0) |
To narrow intervals, judge works from lower score bands: /admin/taste includes 20% random picks. Metrics update automatically with each verdict.
Methodological Rigor & Study Designs (11, 18)
Methodological rigor M (0–10) is evaluated during full-text analysis. Study design distribution reflects verified empirical classifications.
Mean Rigor (M)
6.72 / 10
Analyzed papers: 536
Quality Stratification
🟢 High rigor (M ≥ 7.0): 294
🟡 Moderate rigor (4.0 ≤ M < 7.0): 230
🔴 Low rigor (M < 4.0): 12
| Study Design | Paper Count |
|---|---|
psychometric_modeling | 218 |
other | 36 |
theoretical | 25 |
rct | 13 |
assessment_design | 139 |
natural_experiment | 4 |
quasi_experiment | 42 |
detector_evaluation | 36 |
review | 11 |
survey | 3 |
experimental | 1 |
qualitative | 8 |
PRISMA 2020 27-Item Compliance Checklist
Full audit of compliance with PRISMA 2020 checklist (Page et al., 2021) for automated systematic reviews.
| № | Section / Item | Checklist Description | Status | Implementation |
|---|---|---|---|---|
| 1 | Title | Identify as living systematic review | ✓ Впроваджено | Page title, report metadata |
| 2 | Abstract | Structured summary (background, objectives, methods, results) | ✓ Впроваджено | #prisma-abstract block above |
| 3 | Rationale | Rationale in context of existing knowledge | ✓ Впроваджено | Topic description and rationale |
| 4 | Objectives | Explicit objectives using PICO / PECO | ✓ Впроваджено | #pico-framework table above |
| 5 | Eligibility criteria | Inclusion/exclusion criteria, language, dates | ✓ Впроваджено | Thresholds R, Score, Open Access |
| 6 | Information sources | Databases, registers, search dates | ✓ Впроваджено | arXiv, Crossref, OpenAlex, Semantic Scholar, ERIC, citations |
| 7 | Search strategy | Full search strategy, boolean filters, versions | ✓ Впроваджено | search_version, term groups, API limits |
| 8 | Selection process | Selection process, automation, independent screening | ✓ Впроваджено | LLM screening rotation + editorial taste loop |
| 9 | Data collection | Data collection from full-text reports | ✓ Впроваджено | PDF → MD parser, deep prompt v2.1 |
| 10a-b | Data items | List of outcomes and study characteristics | ✓ Впроваджено | Summary, sample, design, claims, countermeasures |
| 11 | Study risk of bias | Assessment of study methodological quality | ✓ Впроваджено | Rigor criterion M (0–10), quality distribution |
| 12 | Effect measures | Effect measures for outcomes | — Обґрунтовано N/A | Qualitative synthesis without meta-analytic pooled effects |
| 13a-f | Synthesis methods | Synthesis criteria and grouping methods | ✓ Впроваджено | Tag-based clustering, comparative study cards |
| 14 | Reporting bias | Assessment of reporting/publication bias | ✓ Впроваджено | Analysis of paywall exclusions & open access skew |
| 15 | Certainty assessment | Certainty assessment of body of evidence | ✓ Впроваджено | Automated quote grounding against full-text Markdown |
| 16 | Study selection | Selection results (flow diagram, counts) | ✓ Впроваджено | 100% stage conservation closure verified |
| 17 | Study characteristics | Characteristics of included studies table | ✓ Впроваджено | Interactive table with DOI, venue, year, tags |
| 18 | Risk of bias in studies | Risk of bias findings across studies | ✓ Впроваджено | Methodological rigor M & study designs table |
| 19 | Results of individual studies | Results for each individual study | ✓ Впроваджено | Public paper pages /doi/{doi} with full analysis |
| 20a-d | Results of syntheses | Results of syntheses & sub-groups | ✓ Впроваджено | Daily living editions, RSS feed, tag filters |
| 21 | Reporting biases | Results of reporting biases assessment | ✓ Впроваджено | Paywall n=279, retracted n=0 |
| 22 | Certainty of evidence | Summary of evidence certainty | ✓ Впроваджено | Gwet's AC₁, Cohen's κ, stratified recall, ROC AUC |
| 23a-d | Discussion | Discussion, limitations, implications | ✓ Впроваджено | Limitations section (23b, 23c) in methods |
| 24a-c | Registration & protocol | Registration, protocol availability, amendments | ✓ Впроваджено | Public repo, version history of search & rubric |
| 25 | Support | Financial & non-financial support | ✓ Впроваджено | Free API tiers declared in methods |
| 26 | Competing interests | Competing interests statement | ✓ Впроваджено | Declared in methods section |
| 27 | Data & code availability | Availability of data, analytical code, materials | ✓ Впроваджено | Export to CSV / JSON buttons, open-source code |
Limitations (23b, 23c)
- Open access only: paywalled papers never reach the synthesis, so the sample skews to open and preprint work.
- Screening ranks by quality and novelty rather than pure eligibility, so the sample skews towards counter-consensus work. Validity is measured against one expert (see above); a single LLM reviewer, model bias and version differences remain possible.
- The lexical filter and result caps can miss works with other terminology; sources skew English-language.
- Records scored under an older rubric version are not rescored automatically (see version table).
- Free Gemini quota: daily limits slow analysis; some selected works wait in the queue.
Registration, protocol, amendments, support, data (24–27)
- Registration: not registered. The protocol is the configuration (topic, queries, rubric, thresholds) in the project repository; it is reproduced in this block.
- Amendments: search versions (search_version) and rubric versions (rubric_version), tables above.
- Funding: none declared, free API tiers are used. Competing interests: none declared.
- Data: analyses and metadata are on article pages, RSS and sitemap; full texts are private (copyright) and not published.
Filter by Tags
Select one or more tags to refine the flow numbers and article corpus.
#psychometrics (96)
#Psychometrics (52)
#Item Response Theory (39)
#academic integrity (38)
#item response theory (33)
#assessment validity (28)
#Assessment Validity (25)
#higher education (25)
#IRT (24)
#construct validity (23)
#Automated Essay Scoring (21)
#automated essay scoring (20)
#Generative AI (19)
#Construct Validity (18)
#generative AI (17)
#LLM as rater (16)
#assessment_design (16)
#Academic Integrity (14)
#Automated Scoring (14)
#Higher Education (14)
#LLM Evaluation (13)
#Large Language Models (13)
#assessment design (13)
#automated assessment (13)
#AI-resilient assessment (11)
#academic_integrity (11)
#assessment redesign (11)
#assessment-validity (11)
#assessment_validity (11)
#benchmarking (11)
#large language models (11)
#LLM-as-a-judge (10)
#automated scoring (10)
#item_response_theory (10)
#validity (10)
#ChatGPT (9)
#DIF (9)
#GPT-4 (9)
#Inter-Rater Reliability (9)
#LLM as Rater (9)
#LLM evaluation (9)
#LLMs as Test Takers (9)
#concept drift (9)
#differential item functioning (9)
#AI-resistant assessment (8)
#Assessment Design (8)
#Knowledge Tracing (8)
#LLMs as raters (8)
#Prompt Engineering (8)
#construct_validity (8)
#prompt engineering (8)
#rater drift (8)
#AI-Resilient Assessment (7)
#Assessment Redesign (7)
#Automated Item Generation (7)
#Computer Science Education (7)
#Computerized Adaptive Testing (7)
#Validity (7)
#computerized adaptive testing (7)
#higher_education (7)
| # | Status / Stage | Paper | LLM Score | Expert Review |
|---|---|---|---|---|
| 1 | Screened Out |
Exploring the Impact of Generative AI Chatbot Support on Students' Collaborative Problem-Solving in a University Entrepreneurship Course: Insights from an Epistemic Network Analysis
Education and Information Technologies (2026) · doi:10.1007/s10639-026-14105-x · v1.0 |
4.6 (gemini-3.5-flash-lite) | — |
| 2 | scored |
Delving Into the Psychology of Machines: Exploring the Structure of Self-Regulated Learning via LLM-Generated Survey Responses
Computers in Human Behavior (2025) · doi:10.1016/j.chb.2025.108769 · v1.0 |
7.1 (gemini-3.5-flash-lite) | — |
| 3 | scored |
Prosocial When Simple and Cold-Hearted When Complex: How Task Difficulty Shapes LLM Behavior
Decision Analytics (2025) · doi:10.1287/deca.2025.0396 · v1.0 |
5.7 (gemini-3.5-flash-lite) | — |
| 4 | scored |
Using item features to calibrate educational test items: Comparing artificial intelligence and classical approaches
American Journal of Education and Learning (2025) · doi:10.55284/ajel.v10i2.1543 · v1.0 |
6.6 (gemini-3.5-flash-lite) | — |
| 5 | scored |
Adaptive Testing for LLM Evaluation: A Psychometric Alternative to Static Benchmarks
arXiv.org (2025) · doi:10.48550/arxiv.2511.04689 · v1.0 |
7.6 (gemini-3.5-flash-lite) | — |
| 6 | Not Article |
Differential item functioning analysis in large scale assessments: a case study for DIF in SABER 11
Figshare (2026) · doi:10.6084/m9.figshare.c.8415840 · v1.0 |
- | — |
| 7 | Screened Out |
STUDENT PERCEPTIONS OF ONLINE ASSESSMENT IN A DEVELOPING HIGHER EDUCATION CONTEXT: EVIDENCE FROM MOROCCO
Veredas do Direito Direito Ambiental e Desenvolvimento Sustentável (2026) · doi:10.18623/rvd.v23.7231 · v1.0 |
3.4 (gemini-3.5-flash-lite) | — |
| 8 | Screened Out |
From Policy to Practice
CRC Press eBooks (2026) · doi:10.1201/9781003767855-6 · v1.0 |
2.0 (gemini-3.5-flash-lite) | — |
| 9 | Screened Out |
AI and critical thinking: cognitive partner or cognitive substitute
Muallim Journal of Social Science and Humanities (2026) · doi:10.33306/mjssh/425 · v1.0 |
4.6 (gemini-3.5-flash-lite) | — |
| 10 | scored |
Ensuring the reliability of assessment in inclusive digital education platforms: academic integrity and transaction-cost reduction
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.20909684 · v1.0 |
0.0 (Flash Lite) | — |
| 11 | Screened Out |
The Internet, Academic Integrity, and College Student Practices: A Contemporary Perspective
Athens Journal of Mass Media and Communications (2026) · doi:10.30958/ajmmc.12-3-3 · v1.0 |
2.6 (gemini-3.5-flash-lite) | — |
| 12 | Screened Out |
Academic Integrity in the Age of Artificial Intelligence: AI Tools, Assessment Ethics, and Intellectual Property Rights
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.20905793 · v1.0 |
3.7 (gemini-3.5-flash-lite) | — |
| 13 | Screened Out |
ACADEMIC INTEGRITY AWARENESS AND WRITING COMPETENCE AMONG JAPANESE LANGUAGE LEARNERS IN THE EURASIAN REGION: GAPS, CHALLENGES, AND RECOMMENDATIONS
Doğu Dilleri Dergisi (2026) · doi:10.61134/audodilder.1885900 · v1.0 |
2.6 (gemini-3.5-flash-lite) | — |
| 14 | scored |
Academic Integrity: Complete Guide for Students, Researchers & PhD Scholars
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.20922887 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 15 | Screened Out |
Cybersecurity and Student Awareness Impact, Legal Provisions, and Prevention Strategies
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.20922883 · v1.0 |
1.1 (gemini-3.5-flash-lite) | — |
| 16 | scored |
A genetic algorithm application for university exam timetabling: A real-world study
Journal of Engineering Research (2026) · doi:10.1016/j.jer.2026.06.024 · v1.0 |
5.8 (gemini-3.5-flash-lite) | — |
| 17 | Screened Out |
AI-Based Cheating Detection System Using Computer Vision
International Scientific Journal of Engineering and Management (2026) · doi:10.55041/isjem08053 · v1.0 |
3.3 (gemini-3.5-flash-lite) | — |
| 18 | scored |
Cleaning mutualisms: potential effects on fish community structure and herbivory rates
Marine Biology (2026) · doi:10.1007/s00227-026-04891-w · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 19 | Screened Out |
Pengaruh Fraud Triangle dalam Menganalisis Kecurangan Akademik Berbasis AI pada Mahasiswa Akuntansi Undana
Inisiatif Jurnal Ekonomi Akuntansi dan Manajemen (2026) · doi:10.30640/inisiatif.v5i3.6761 · v1.0 |
3.4 (gemini-3.5-flash-lite) | — |
| 20 | scored |
From Ethical Discourse to Empirical Evidence: How Ethical Concerns are Operationalized in Studies on Generative AI in Higher Education
Lecture notes in computer science (2026) · doi:10.1007/978-3-032-29773-0_15 · v1.0 |
0.0 (Flash Lite) | — |
| 21 | Screened Out |
Digital Literacy and Academic Writing in the Age of AI:
INTERNATIONAL JOURNAL OF LANGUAGE TEACHING AND EDUCATION (2026) · doi:10.22437/ijolte.v10i1.56841 · v1.0 |
4.3 (gemini-3.1-flash-lite) | — |
| 22 | Screened Out |
A Systematic Review of Ethical Integration of Generative AI in Higher Education
Education Sciences (2026) · doi:10.3390/educsci16071016 · v1.0 |
2.9 (gemini-3.1-flash-lite) | — |
| 23 | scored |
A Data-Driven Evolutionary Optimization Approach for Complex Chinese Text Analysis via Surrogate Model Management
Applied Sciences (2026) · doi:10.3390/app16136398 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 24 | Screened Out |
Peran ChatGPT sebagai Asisten Pembelajran dalam Meningkatkan Efektivitas Pembelajaran Daring Mahasiswa Teknik Informatika
Jejak digital Jurnal Ilmiah Multidisiplin (2026) · doi:10.63822/afcqgr52 · v1.0 |
1.7 (gemini-3.1-flash-lite) | — |
| 25 | scored |
Challenging the Myth: A Research Arc on LLMs as Human Simulacra
arXiv/Crossref (2026) · doi:10.18653/v1/2026.bigpicture-main.4 · v1.0 |
5.9 (gemini-3.1-flash-lite) | — |
| 26 | scored |
Are artificial intelligence chatbots safe for suicide risk assessment? A narratively synthesized review of current evidence
Cambridge Prisms Global Mental Health (2026) · doi:10.1017/gmh.2026.10260 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 27 | scored |
Why Large Language Models Alone Fall Short for Responsible Learner Modeling in K–12 Tutoring: A Case Study
IEEE Access (2026) · doi:10.1109/access.2026.3701047 · v1.0 |
7.6 (gemini-3.1-flash-lite) | — |
| 28 | scored |
Measuring Positive and Negative Attitudes Associated With the Use of Artificial Intelligence in Nursing Profession: Cross‐Cultural Adaptation and Psychometric Analysis of ASUAITIN
Journal of Nursing Management (2026) · doi:10.1155/jonm/5888837 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 29 | scored |
Artificial Intelligence for STEM Education Research
Springer eBooks (2026) · doi:10.1007/978-3-032-06565-0_1 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 30 | scored |
Knowledge Tracing Models in Educational Data Mining: Historical Evolution, Categorization, and Empirical Evaluation
IEEE Access (2026) · doi:10.1109/access.2026.3678846 · v1.0 |
6.9 (gemini-3.1-flash-lite) | — |
| 31 | scored |
Predicting Fall Risk in Community-Dwelling Older Adults Using a Fine-Tuned Quantized Large Language Model
IEEE Transactions on Neural Systems and Rehabilitation Engineering (2026) · doi:10.1109/tnsre.2026.3675361 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 32 | scored |
Work-life balance measurement in healthcare professionals: a scoping review protocol of available assessment instruments
BMJ Public Health (2026) · doi:10.1136/bmjph-2025-003479 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 33 | Screened Out |
Expert Agents for Social and Emotional Learning: An Agentic Graph Retrieval Augmented Generation Approach
IEEE Access (2026) · doi:10.1109/access.2026.3671870 · v1.0 |
3.8 (gemini-3.1-flash-lite) | — |
| 34 | Screened Out |
A Systematic Literature Review of Data Privacy in AI-Driven Educational Platforms
International Journal of Research and Innovation in Social Science (2026) · doi:10.47772/ijriss.2026.1026edu0078 · v1.0 |
1.9 (gemini-3.1-flash-lite) | — |
| 35 | Screened Out |
Development and Psychometric Validation of a Short-Form Critical Thinking Scale in Generative AI Contexts (GenAI–CrT): Evidence from Vietnamese EFL Learners
Journal of Educational Technology Development and Exchange (2026) · doi:10.18785/jetde.1901.01 · v1.0 |
5.0 (gemini-3.1-flash-lite) | — |
| 36 | scored |
Enhancing Psychological Well-being Through AI-Assisted Nutrition: A Study on Female University Students
Port Said Journal of Educational Research (2026) · doi:10.21608/psjer.2025.362203.1051 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 37 | scored |
Quantifying and Optimizing Human-AI Synergy: Evidence-Based Strategies for Adaptive Collaboration
Human capital leadership. (2026) · doi:10.70175/hclreview.2020.30.1.1 · v1.0 |
6.9 (gemini-3.1-flash-lite) | — |
| 38 | scored |
Empowering Smaller Models: Tuning LLaMA and Gemma with Chain-of-Thought for Ukrainian Exam Tasks
International Journal of Computing (2026) · doi:10.47839/ijc.24.4.4349 · v1.0 |
5.6 (gemini-3.1-flash-lite) | — |
| 39 | Screened Out |
Developing an AI-assisted multimodal critical reading instructional model to enhance problem-solving and metacognitive literacy
Edelweiss Applied Science and Technology (2026) · doi:10.55214/2576-8484.v10i1.11539 · v1.0 |
2.6 (gemini-3.1-flash-lite) | — |
| 40 | scored |
MOBIL TA’LIM ASOSIDA INGLIZ TILINI ÖQITIŞNING PEDAGOGIK PSIXOLOGIK XUSUSIYATLARI
Zamonaviy jamiyat va innovatsiyalar ilmiy-nazariy jurnali (2026) · doi:10.67547/fanistiqbollari.2026.1053 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 41 | Screened Out |
Beyond the ChatGPT Divide
Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture (2026) · doi:10.1215/15314200-12542757 · v1.0 |
2.4 (gemini-3.1-flash-lite) | — |
| 42 | scored |
Artificial intelligence, computer vision and smart sensing in vegetable science: From crop monitoring to yield prediction and precision management
International Journal of Agriculture and Food Science (2026) · doi:10.33545/2664844x.2026.v8.i10p.2156 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 43 | scored |
Data-driven geotechnical design: bridging the gap between research and engineering practice
Geodata and AI. (2026) · doi:10.1016/j.geoai.2026.100128 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 44 | scored |
Circulating Biomarkers with Artificial Intelligence for Clinical Risk Assessment and Therapeutic Monitoring: Evidence, Limitations, and Translation
Therapeutics and Clinical Risk Management (2026) · doi:10.2147/tcrm.s612081 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 45 | scored |
THE EFFECT OF PERCEPTIONS TOWARD ARTIFICIAL INTELLIGENCE (AI) AND DIGITAL SKILLS ON HIGH SCHOOL STUDENTS' PHYSICS PROBLEM-SOLVING ABILITY
JURNAL EDUSCIENCE (2026) · doi:10.36987/jes.v13i5.9914 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 46 | scored |
Artificial Intelligence-Assisted Peroral Cholangioscopy for the Diagnosis and Management of Biliary Strictures: Current Evidence and Future Directions.
PubMed (2026) · doi:10.18926/amo/71336 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 47 | scored |
When Writing Is Worth the Risk
Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture (2026) · doi:10.1215/15314200-12542789 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 48 | scored |
From Fear to Dialogue
Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture (2026) · doi:10.1215/15314200-12542888 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 49 | scored |
Digital Talent Required for Commerce and Management Students: A Study in the Indian Context with Special Reference to Andhra Pradesh
International Journal of Engineering Development and Research (2026) · doi:10.56975/ijedr.v14i4.309976 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 50 | scored |
Embedding patient safety in medical imaging
The Lancet Medical Imaging & Theranostics (2026) · doi:10.1016/j.lanmit.2026.100047 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |