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: 15238 →
Screen: 14339 →
Eligible: 2185 →
Included: 69
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 = 69 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 | 13487 | 2026-11-02 18:22 |
ref — reference lists of read works | 1724 | 2026-11-02 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 | 13487 | 2026-10-06 | 2026-11-02 |
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 | 7106 |
gemini-3.5-flash-lite | 6737 |
— | 562 |
| Analysis model | prompt | Analyses |
|---|---|---|
gemini-3.1-flash-lite | v2.1 | 275 |
gemini-3.6-flash | v2.1 | 139 |
gemini-3.8-flash | v2.1 | 101 |
gemini-3.7-flash | v2.1 | 94 |
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) | 13941 |
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): 12181 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 | 7868 | 2 (too few) | 0 | 0% |
| 2.0–4.0 | 3288 | 0 (too few) | 0 | — |
| 4.0–5.0 | 1025 | 2 (too few) | 0 | 0% |
| 5.0–6.0 ✓ | 1190 | 3 | 2 | 67% |
| 6.0–8.0 ✓ | 941 | 23 | 8 | 35% |
| 8.0–10.0 ✓ | 30 | 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)
6.63 / 10
Analyzed papers: 599
Quality Stratification
🟢 High rigor (M ≥ 7.0): 315
🟡 Moderate rigor (4.0 ≤ M < 7.0): 267
🔴 Low rigor (M < 4.0): 17
| Study Design | Paper Count |
|---|---|
psychometric_modeling | 231 |
other | 42 |
theoretical | 26 |
rct | 13 |
assessment_design | 156 |
natural_experiment | 4 |
quasi_experiment | 53 |
detector_evaluation | 39 |
survey | 7 |
review | 16 |
experimental | 1 |
qualitative | 11 |
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=319, 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 (99)
#Psychometrics (55)
#Item Response Theory (45)
#academic integrity (45)
#item response theory (37)
#assessment validity (33)
#Assessment Validity (32)
#higher education (32)
#Automated Essay Scoring (27)
#Generative AI (25)
#construct validity (25)
#IRT (24)
#automated essay scoring (22)
#Construct Validity (21)
#generative AI (19)
#Academic Integrity (18)
#LLM as rater (18)
#Automated Scoring (16)
#Higher Education (16)
#Large Language Models (16)
#assessment redesign (16)
#assessment_design (16)
#LLM Evaluation (15)
#AI-resilient assessment (13)
#assessment design (13)
#automated assessment (13)
#automated scoring (13)
#large language models (13)
#validity (13)
#LLM as Rater (12)
#academic_integrity (12)
#assessment-validity (11)
#assessment_validity (11)
#benchmarking (11)
#differential item functioning (11)
#Assessment Redesign (10)
#ChatGPT (10)
#GPT-4 (10)
#LLM-as-a-judge (10)
#LLMs as raters (10)
#Prompt Engineering (10)
#item_response_theory (10)
#prompt engineering (10)
#Automated Item Generation (9)
#Computerized Adaptive Testing (9)
#DIF (9)
#Inter-Rater Reliability (9)
#LLM evaluation (9)
#LLMs as Test Takers (9)
#concept drift (9)
#rater drift (9)
#AI-resistant assessment (8)
#Assessment Design (8)
#Differential Item Functioning (8)
#Knowledge Tracing (8)
#Validity (8)
#automated_essay_scoring (8)
#computerized adaptive testing (8)
#construct_validity (8)
#higher_education (8)
| # | Status / Stage | Paper | LLM Score | Expert Review |
|---|---|---|---|---|
| 451 | Screened Out |
Exploring the Potential of a Custom GenAI-Chatbot Specialized on Diagnosis and Remediation of Alternative Conceptions on Chemical Equilibrium
Journal of Chemical Education (2026) · doi:10.1021/acs.jchemed.6c00955 · v1.0 |
3.7 (gemini-3.1-flash-lite) | — |
| 452 | abstract_only |
From generative-AI feedback to sport skill learning: the roles of perceived competence and autonomous motivation in university physical education
Frontiers in Psychology (2026) · doi:10.3389/fpsyg.2026.1965551 · v1.0 |
6.0 (gemini-3.1-flash-lite) | — |
| 453 | scored |
Correlation Between Integration of Artificial Intelligence-Assisted Instruction and Self-Efficacy in Biology Teaching and Learning among Secondary School Students in Gusau, Zamfara State
Federal University Gusau Faculty of Education Journal (2026) · doi:10.64348/zije.2026566 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 454 | scored |
Emergency Departments in Pakistan: Time for a National Emergency Care Strategy
Journal of Rawalpindi Medical College (2026) · doi:10.37939/jrmc.3357 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 455 | scored |
Artificial Intelligence in Education: Principles, Applications, Challenges, and Future Perspectives
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.23058224 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 456 | scored |
Digital Twin: Surgical Rehearsal Platform
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.23054680 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 457 | Screened Out |
Automated assessment and cross-system benchmarking of Chinese reading text difficulty via multi-model analysis
Humanities and Social Sciences Communications (2026) · doi:10.1057/s41599-026-09234-0 · v1.0 |
2.6 (gemini-3.1-flash-lite) | — |
| 458 | scored |
Adaptation of the Teachers’ Trust in Artificial Intelligence–based Educational Technologies Scale into Turkish: A validity and reliability study
Journal of Educational Technology and Online Learning (2026) · doi:10.31681/jetol.2017119 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 459 | Screened Out |
AI-Based Student Participation and Engagement Analytics Tool for Enhancing Classroom Learning & Engagement
International Journal of Emerging Multidisciplinaries Social Science (2026) · doi:10.54938/ijemdss.2026.05.5.756 · v1.0 |
1.4 (gemini-3.1-flash-lite) | — |
| 460 | scored |
Survey of AI-Based Tools for Enhancing Human Factors and Ergonomics in the Workplace
IISE Annual Conference & Expo (2026) · doi:10.21872/annual2025_6267 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 461 | scored |
Nurse-led digital triage and health literacy navigation: redefining the front door of public health in the artificial intelligence era
Frontiers in Public Health (2026) · doi:10.3389/fpubh.2026.1971194 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 462 | Screened Out |
The AI Exam Is Leaking: The Closed Examination Loop and the Case for Independent Evidence in AI Evaluation
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.23066230 · v1.0 |
3.3 (gemini-3.1-flash-lite) | — |
| 463 | scored |
Protocol for an international e-Delphi study to develop an updated consensus-based European competence framework for inclusive education professionals
Social Sciences & Humanities Open (2026) · doi:10.1016/j.ssaho.2026.103747 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 464 | scored |
Enhancing Teaching Practices: Integrating Serious Games and ChatGPT in Teacher Training
Communications in computer and information science (2026) · doi:10.1007/978-3-032-39067-7_1 · v1.0 |
0.0 (Flash Lite) | — |
| 465 | scored |
Institutional approaches to generative AI management in higher education: a systematic review
Frontiers in Education (2026) · doi:10.3389/feduc.2026.1814426 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 466 | scored |
Eight Months into Reality: A Scoping Review of the Application of ChatGPT in Higher Education Teaching and Learning
Innovative Higher Education (2025) · doi:10.1007/s10755-025-09790-4 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 467 | scored |
Generative AI in Higher Education: A Systematic Review of Its Effects on Learning Outcomes and Academic Performance
Journal of Educational Technology Systems (2025) · doi:10.1177/00472395251400089 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 468 | scored |
Generative AI dependency: the emerging academic crisis and its impact on student performance—a case study of a university in Zimbabwe
Cogent Education (2025) · doi:10.1080/2331186x.2025.2549787 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 469 | scored |
Paradox of AI in Higher Education: Qualitative Inquiry Into AI Dependency Among Educators in Palestine
JMIR Medical Education (2025) · doi:10.2196/74947 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 470 | scored |
Engineering Education in the Era of ChatGPT: Promise and Pitfalls of Generative AI for Education
IEEE Global Engineering Education Conference (EDUCON) (2023) · doi:10.1109/educon54358.2023.10125121 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 471 | abstract_only |
Comparison of grades by assessment modality in an Ecuadorian public university during the pandemic transition (2019–2020)
Frontiers in Education (2026) · doi:10.3389/feduc.2026.1837489 · v1.0 |
7.4 (gemini-3.1-flash-lite) | — |
| 472 | Screened Out |
Co-Designing For Integrity: A Student Partnership Approach to Developing Ethical AI Literacy Resources in Higher Education
Journal of University Teaching and Learning Practice (2026) · doi:10.53761/m1vv5t24 · v1.0 |
4.6 (gemini-3.1-flash-lite) | — |
| 473 | Screened Out |
Applied Research Projects as Work-Integrated Learning in Zimbabwean Teacher Education: A Conceptual Analysis
Open Books and Proceedings (2026) · doi:10.38140/obp5-2026-08 · v1.0 |
1.1 (gemini-3.1-flash-lite) | — |
| 474 | scored |
Enhancing Methodological Integrity with GenAI: A Multi-case Study of Experiential Learning using Sequential Augmented Analysis
Journal of University Teaching and Learning Practice (2026) · doi:10.53761/tmq0ks13 · v1.0 |
5.3 (gemini-3.1-flash-lite) | — |
| 475 | In Buffer |
AI-Driven Assessment and Feedback in Work-Integrated Learning: A Systematic Review of Authenticity, Ethics, and Professional Competence
Open Books and Proceedings (2026) · doi:10.38140/obp5-2026-11 · v1.0 |
3.7 (gemini-3.6-flash) | — |
| 476 | Screened Out |
Opportunities and challenges of scholarly publishing and research dissemination in the age of digital technology and generative artificial intelligence
Ibérica (2026) · doi:10.17398/2340-2784.51.21 · v1.0 |
1.4 (gemini-3.1-flash-lite) | — |
| 477 | Screened Out |
Assessing Dependency and Impact of Artificial Intelligence on Learning Among Students
The Bioscan. (2026) · doi:10.63001/tbs.2026.v21.i02.s.i(2).pp1748-1757 · v1.0 |
3.3 (gemini-3.5-flash-lite) | — |
| 478 | scored |
Identifying Predatory Journals: A Practical Guide for Researchers
Annals of Biomedical Engineering (2026) · doi:10.1007/s10439-026-04231-5 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 479 | No Fulltext |
Understanding student perspectives on generative AI chatbots: a human-centred mixed-methods study in higher education
International Journal of Educational Technology in Higher Education (2026) · doi:10.1186/s41239-026-00605-w · v1.0 |
5.6 (gemini-3.5-flash-lite) | — |
| 480 | Screened Out |
Exploring students' needs and perceptions of AI-assisted ESP learning in an english education program context
12 Waiheru (2026) · doi:10.70872/12waiheru.v12i1.5 · v1.0 |
2.1 (gemini-3.5-flash-lite) | — |
| 481 | Screened Out |
From Cheating to Competence: A Pedagogical Framework for Reimagining Machine Translation in Higher Education
Romanian International Conference for Education and Research (ALLS) (2026) · doi:10.63467/alls17.art12 · v1.0 |
4.9 (gemini-3.5-flash-lite) | — |
| 482 | Screened Out |
АКАДЕМІЧНА ДОБРОЧЕСНІСТЬ ТА ЕТИЧНІ ІМПЕРАТИВИ ВИКОРИСТАННЯ ШТУЧНОГО ІНТЕЛЕКТУ У СИСТЕМІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ФІЛОЛОГА
Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems (2026) · doi:10.31652/2412-1142-2026-80-112-121 · v1.0 |
2.6 (gemini-3.5-flash-lite) | — |
| 483 | scored |
Technological Advancements Impacting Education, Research, and Libraries
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.21717954 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 484 | Not Article |
Decision letter for "Cooperation, privatization and cheating in microbial exoenzyme synthesis: theoretical analysis in view of biotechnological applications"
Publons reviews and discussion (2026) · doi:10.1098/rsob.250484/v2/decision1 · v1.0 |
- | — |
| 485 | scored |
Generative AI and the Reinvention of Management Education
Scientific Journal of Artificial Intelligence and Blockchain Technologies (2026) · doi:10.63345/sjaibt.v1.i2.301 · v1.0 |
5.1 (gemini-3.5-flash-lite) | — |
| 486 | scored |
Social Security in Cyberspace: Mechanisms for Detecting False Information and Protective Measures in Information Systems
JURIST (2026) · doi:10.18572/1812-3929-2026-5-8-14 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 487 | Screened Out |
Evaluating the Performance of Large Language Models in Academic Writing Tasks
Dandao Xuebao/Journal of Ballistics (2026) · doi:10.52783/dxjb.v38.348 · v1.0 |
3.7 (gemini-3.5-flash-lite) | — |
| 488 | Screened Out |
AI Literacy and Academic Integrity among In-Service Teachers: Implications for NEP 2020 Implementation
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.20712094 · v1.0 |
1.9 (gemini-3.5-flash-lite) | — |
| 489 | Screened Out |
AI IN EDUCATION AND ITS ETHICAL IMPLICATIONS: INSIGHTS FROM EDUCATORS AND LEARNERS
International Journal of Multidisciplinary Research & Reviews (2026) · doi:10.56815/ijmrr.v5i6.2026.24-29 · v1.0 |
1.0 (gemini-3.5-flash-lite) | — |
| 490 | No Fulltext |
Replacing written assessment with an oral ISBAR assessment in a 700‑student cohort: cohort‑level outcomes for performance, integrity, and staff experience
Assessment & Evaluation in Higher Education (2026) · doi:10.1080/02602938.2026.2684284 · v1.0 |
6.8 (gemini-3.5-flash-lite) | — |
| 491 | Screened Out |
The Impact of Generative AI on English Academic Writing, Learner Autonomy and Authorial Voice among ESL Postgraduate Students
Indus journal of social sciences. (2026) · doi:10.59075/ijss.v4i2.2148 · v1.0 |
3.1 (gemini-3.5-flash-lite) | — |
| 492 | scored |
Relationship between Academic Entitlement and Academic Cheating with the Mediating Role of Perceived Institutional Fairness
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.20631833 · v1.0 |
0.0 (Flash Lite) | — |
| 493 | scored |
How Are School Districts in California Responding to ChatGPT? A Policy Analysis of Five K–12 Guidelines
arXiv/Crossref (2026) · doi:10.35542/osf.io/5fyps_v1 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 494 | Screened Out |
Distinguishing Human and AI-Generated Academic Writing A Corpus-Based Analysis of Lexical Diversity, Syntactic Complexity, and Cohesion
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.20625115 · v1.0 |
3.1 (gemini-3.5-flash-lite) | — |
| 495 | Screened Out |
What Does It Mean to Be AI Literate? Psychometric Validation of the Critical 3wAI Literacy Scale
Open Praxis (2026) · doi:10.55982/openpraxis.18.4.1451 · v1.0 |
4.0 (gemini-3.5-flash-lite) | — |
| 496 | In Buffer |
RETHINKING ASSESSMENT IN THE AGE OF GENERATIVE AI: PROCESS-EVIDENCE ASSESSMENT FOR INFORMATION SYSTEMS COURSES
Issues in Information Systems (2026) · doi:10.48009/2_iis_2026_149 · v1.0 |
4.0 (gemini-3.8-flash) | — |
| 497 | scored |
Personalized Quiz Question Generation Using Knowledge Tracing and LLM
Lecture notes in networks and systems (2026) · doi:10.1007/978-3-032-24998-2_21 · v1.0 |
0.0 (Flash Lite) | — |
| 498 | Screened Out |
Development and Preliminary Validation of a Questionnaire Assessing Artificial Intelligence Education Readiness and Integration among Medical Imaging Stakeholders in South-East Nigeria
International journal of research and scientific innovation (2026) · doi:10.51244/ijrsi.2026.1309000037 · v1.0 |
2.2 (gemini-3.5-flash-lite) | — |
| 499 | Screened Out |
GenTutor-HE: A Hybrid Human-in-the-Loop Framework for Personalized, Ethically Governed Generative AI Integration in Higher Education
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.23115712 · v1.0 |
2.8 (gemini-3.5-flash-lite) | — |
| 500 | scored |
Dominus suorum actuum: manipulación y persuasión lícita en el art. 5.1.a) del Reglamento (UE) 2024/1689. Una reconstrucción desde la doctrina escolástica del dominio sobre los propios actos
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.23120688 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |