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: 17315 →
Screen: 16299 →
Eligible: 2428 →
Included: 84
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 = 84 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 | 15497 | 2026-11-07 10:23 |
ref — reference lists of read works | 1791 | 2026-11-07 10:25 |
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 | 15497 | 2026-10-06 | 2026-11-07 |
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 | 8071 |
gemini-3.5-flash-lite | 7675 |
— | 619 |
| Analysis model | prompt | Analyses |
|---|---|---|
gemini-3.1-flash-lite | v2.1 | 275 |
gemini-3.6-flash | v2.1 | 178 |
gemini-3.8-flash | v2.1 | 108 |
gemini-3.7-flash | v2.1 | 100 |
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) | 15901 |
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): 13898 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 | 8987 | 2 (too few) | 0 | 0% |
| 2.0–4.0 | 3747 | 0 (too few) | 0 | — |
| 4.0–5.0 | 1164 | 2 (too few) | 0 | 0% |
| 5.0–6.0 ✓ | 1325 | 3 | 2 | 67% |
| 6.0–8.0 ✓ | 1049 | 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)
6.54 / 10
Analyzed papers: 651
Quality Stratification
🟢 High rigor (M ≥ 7.0): 324
🟡 Moderate rigor (4.0 ≤ M < 7.0): 308
🔴 Low rigor (M < 4.0): 19
| Study Design | Paper Count |
|---|---|
psychometric_modeling | 252 |
other | 45 |
theoretical | 27 |
rct | 13 |
assessment_design | 171 |
natural_experiment | 5 |
quasi_experiment | 56 |
detector_evaluation | 43 |
survey | 7 |
review | 20 |
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=347, 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 (106)
#Psychometrics (62)
#Item Response Theory (50)
#academic integrity (48)
#Assessment Validity (39)
#assessment validity (39)
#item response theory (39)
#higher education (37)
#automated essay scoring (32)
#Automated Essay Scoring (31)
#Generative AI (29)
#construct validity (26)
#Construct Validity (24)
#IRT (24)
#LLM as rater (22)
#generative AI (20)
#Academic Integrity (19)
#Higher Education (19)
#Large Language Models (18)
#Automated Scoring (17)
#LLM Evaluation (17)
#assessment redesign (17)
#large language models (17)
#assessment_design (16)
#prompt engineering (16)
#automated scoring (15)
#AI-resilient assessment (14)
#GPT-4 (14)
#LLM as Rater (14)
#validity (14)
#Assessment Redesign (13)
#ChatGPT (13)
#assessment design (13)
#automated assessment (13)
#differential item functioning (13)
#Prompt Engineering (12)
#academic_integrity (12)
#LLMs as raters (11)
#assessment-validity (11)
#assessment_validity (11)
#benchmarking (11)
#inter-rater reliability (11)
#Automated Item Generation (10)
#LLM-as-a-judge (10)
#LLMs as Test Takers (10)
#item_response_theory (10)
#Computerized Adaptive Testing (9)
#DIF (9)
#Inter-Rater Reliability (9)
#LLM evaluation (9)
#automated_essay_scoring (9)
#concept drift (9)
#formative assessment (9)
#rater drift (9)
#AI-resistant assessment (8)
#Assessment Design (8)
#Computer Science Education (8)
#Differential Item Functioning (8)
#Knowledge Tracing (8)
#Validity (8)
| # | Status / Stage | Paper | LLM Score | Expert Review |
|---|---|---|---|---|
| 5601 | scored |
METHODOLOGY AND PRINCIPLES FOR THE APPLICATION OF ARTIFICIAL INTELLIGENCE IN ADAPTIVE ECONOMIC MODELS OF HIGHER EDUCATION
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.23321422 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5602 | Screened Out |
Leveraging Large Language Models for Enhanced Analysis of Online Course Reviews: An Empirical Study on Sentiment Analysis, Satisfaction Prediction, and Topic Modeling
SAGE Open (2026) · doi:10.1177/21582440261493669 · v1.0 |
2.1 (gemini-3.1-flash-lite) | — |
| 5603 | scored |
Artificial intelligence-supported diabetic retinopathy screening in Tanzania: a randomised controlled trial
The Lancet Global Health (2026) · doi:10.1016/j.langlo.2026.104062 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5604 | Screened Out |
Detection of Bangla AI ‐Generated Texts Using a Quantum Kernel Support Vector Machine
Applied AI Letters (2026) · doi:10.1002/ail2.70051 · v1.0 |
2.6 (gemini-3.1-flash-lite) | — |
| 5605 | Screened Out |
Machine Learning and Generative AI in Learning Analytics for Higher Education: A Systematic Review of Models, Trends, and Challenges
Applied Sciences (2025) · doi:10.3390/app15158679 · v1.0 |
3.3 (gemini-3.5-flash-lite) | — |
| 5606 | scored |
AI-Driven Innovations in Building Energy Management Systems: A Review of Potential Applications and Energy Savings
Energies (2024) · doi:10.3390/en17174277 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 5607 | scored |
Model Inversion Attacks that Exploit Confidence Information and Basic Countermeasures
ACM SIGSAC Conference on Computer and Communications Security (CCS) (2015) · doi:10.1145/2810103.2813677 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 5608 | scored |
Validating the behavioral Defining Issues Test across different genders, political, and religious affiliations
Experimental Results (2023) · doi:10.1017/exp.2023.6 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5609 | scored |
Measuring Indonesian EFL Teachers‘ Digital Creativity: Validation of Hoffmann‘s Digital Creativity Scale
International Journal of Information and Education Technology (2023) · doi:10.18178/ijiet.2023.13.4.1865 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5610 | scored |
Protocol for validation of the Global Scales for Early Development (GSED) for children under 3 years of age in seven countries
BMJ Open (2023) · doi:10.1136/bmjopen-2022-062562 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5611 | scored |
Post-COVID-19 perceived stigma-discrimination scale: psychometric development and evaluation
International Journal of Testing (2023) · doi:10.1080/15305058.2022.2042000 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5612 | scored |
Psychometric properties of the Social Support Scale (SSS) in two Aboriginal samples
PLoS ONE (2023) · doi:10.1371/journal.pone.0279954 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5613 | scored |
Psychometric evaluation of modified spinal muscular atrophy functional rating scale ( SMAFRS ) in adult patients using Rasch analysis
Muscle & Nerve (2023) · doi:10.1002/mus.27785 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5614 | Screened Out |
The Rasch Analysis Shows Poor Construct Validity and Low Reliability of the Quebec User Evaluation of Satisfaction with Assistive Technology 2.0 (QUEST 2.0) Questionnaire
International Journal of Environmental Research and Public Health (2023) · doi:10.3390/ijerph20021036 · v1.0 |
3.3 (gemini-3.5-flash-lite) | — |
| 5615 | Not Article |
irtQ: Unidimensional Item Response Theory Modeling
arXiv/Crossref (2023) · doi:10.32614/cran.package.irtq · v1.0 |
- | — |
| 5616 | Screened Out |
The Positive Aspects of Caregiving Scale can be shortened to six items: application of item response theory
Aging & Mental Health (2023) · doi:10.1080/13607863.2023.2165622 · v1.0 |
3.7 (gemini-3.5-flash-lite) | — |
| 5617 | Screened Out |
Item Analysis of Functional Measure Indicators in the National Health and Nutrition Examination Survey
American Journal of Physical Medicine & Rehabilitation (2023) · doi:10.1097/phm.0000000000002190 · v1.0 |
3.0 (gemini-3.5-flash-lite) | — |
| 5618 | Screened Out |
Person and Item Validity and Reliability in Essay Writing Using Rasch Model
Konstruktivisme Jurnal Pendidikan dan Pembelajaran (2023) · doi:10.35457/konstruk.v15i1.2618 · v1.0 |
3.3 (gemini-3.5-flash-lite) | — |
| 5619 | Screened Out |
Applying Item Response Theory Analysis to the SAVRY in Justice-Involved Youth
Assessment (2023) · doi:10.1177/10731911221146120 · v1.0 |
3.5 (gemini-3.5-flash-lite) | — |
| 5620 | Screened Out |
Measurement Invariance across Sexual Orientation for Measures of Sexual Attitudes
International Journal of Environmental Research and Public Health (2023) · doi:10.3390/ijerph20031820 · v1.0 |
2.8 (gemini-3.5-flash-lite) | — |
| 5621 | Screened Out |
Cultural Differences in How People Deal with Ridicule and Laughter: Differential Item Functioning between the Taiwanese Chinese and Canadian English Versions of the PhoPhiKat-45
European Journal of Investigation in Health Psychology and Education (2023) · doi:10.3390/ejihpe13020019 · v1.0 |
2.8 (gemini-3.5-flash-lite) | — |
| 5622 | Screened Out |
Internet severity and activities addiction questionnaire (ISAAQ): Psychometrics of item response theory and clustering of online activities
Comprehensive Psychiatry (2023) · doi:10.1016/j.comppsych.2023.152366 · v1.0 |
3.4 (gemini-3.5-flash-lite) | — |
| 5623 | Screened Out |
SEX DIFFERENCES IN POST-TRAUMATIC STRESS SYMPTOM EXPRESSION: AN ANALYSIS OF MEASUREMENT INVARIANCE
arXiv/Crossref (2023) · doi:10.31234/osf.io/yva42 · v1.0 |
3.1 (gemini-3.5-flash-lite) | — |
| 5624 | Screened Out |
Measuring palliative care self-efficacy of intellectual and developmental disability staff using Rasch models
Palliative & Supportive Care (2023) · doi:10.1017/s1478951522001833 · v1.0 |
3.0 (gemini-3.5-flash-lite) | — |
| 5625 | scored |
Gamma-Ray Burst Detection with Poisson-FOCuS and Other Trigger Algorithms
The Astrophysical Journal (2024) · doi:10.3847/1538-4357/ad15ff · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 5626 | scored |
Assessment of Precision, Foundation, and Knowledge in Engineering Mechanics
ASEE Annual Conference & Exposition (2024) · doi:10.18260/1-2--41546 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 5627 | scored |
How socio-political change is associated with the number of individually reported negative life events: a population-based study using the German reunification 1989/1990 as an example
Journal of Epidemiology & Community Health (2024) · doi:10.1136/jech-2023-221549 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 5628 | scored |
Continual learning for cuffless blood pressure estimation
Biomedical Signal Processing and Control (2024) · doi:10.1016/j.bspc.2024.106087 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 5629 | scored |
X-Fuzz: An Evolving and Interpretable Neuro-Fuzzy Learner for Data Streams
IEEE Transactions on Artificial Intelligence (2024) · doi:10.1109/tai.2024.3363116 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 5630 | scored |
A Method of Reliability Assessment Based on Trend Analysis for Open Source Software
International Journal of Reliability Quality and Safety Engineering (2024) · doi:10.1142/s0218539324500049 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 5631 | Screened Out |
Defining AI-literacy and AI-illiteracy: how teachers and their students are using and misusing AI in English language and literature classes
Journal of China Computer-Assisted Language Learning (2026) · doi:10.1515/jccall-2026-0006 · v1.0 |
3.4 (gemini-3.5-flash-lite) | — |
| 5632 | Screened Out |
KONSEPTUALISASI ASSESSMENT AS LEARNING SEBAGAI INSTRUMEN PENUMBUHAN KARAKTER SISWA
Pendas Jurnal Ilmiah Pendidikan Dasar (2026) · doi:10.23969/jp.v11i03.57957 · v1.0 |
1.0 (gemini-3.5-flash-lite) | — |
| 5633 | Screened Out |
INTEGRATING ARTIFICIAL INTELLIGENCE INTO ISLAMIC ENGLISH EDUCATION
An-Nahdlah Jurnal Pendidikan Islam (2026) · doi:10.51806/an-nahdlah.v6i1.984 · v1.0 |
1.0 (gemini-3.5-flash-lite) | — |
| 5634 | Screened Out |
From Theory to Practice: ADMIT’s Framework for Ethical GenAI in Higher Education
IFIP advances in information and communication technology (2026) · doi:10.1007/978-3-032-30809-2_21 · v1.0 |
3.1 (gemini-3.5-flash-lite) | — |
| 5635 | scored |
The Role of Artificial Intelligence in Developing EFL Learners’ Autonomy
Proceedings of The World Conference on Education and Teaching (2026) · doi:10.33422/etconf.v5i1.1982 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5636 | scored |
Being progressive and critical: the roles and responsibilities of academics in adopting generative artificial intelligence (GenAI) in higher education
PRACTICE (2026) · doi:10.1080/25783858.2026.2702946 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5637 | Not Article |
Peer Review Report For: Towards a New Learning Ecology: The Mediator Role of Teachers Facing Generative AI in the University Context of Peru, Chile, and Colombia [version 1; peer review: 2 not approved]
Universidad Nacional José Faustino Sánchez Carrión (2026) · doi:10.5256/f1000research.201441.r494610 · v1.0 |
- | — |
| 5638 | scored |
Educational Wormholes in the Tunisian School System (2): A Sociological Reading of the 2026 Baccalaureate Results — When Numbers Reveal the Architecture of Inequality
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.21309459 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5639 | scored |
Generative AI in Higher Education: A Systematic Review of Opportunities, Challenges, and Pedagogical Innovations (2022–2025)
arXiv/Crossref (2026) · doi:10.35542/osf.io/ky4uj_v1 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5640 | scored |
Predictors of Psychoactive and Nootropic Substance Use Among Romanian University Healthcare Students: The Interplay Between Academic Anxiety and Educational Advancement
Healthcare (2026) · doi:10.3390/healthcare14142079 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5641 | scored |
Filsafat Islam dan Model Pembelajaran di Era Artificial Intelligence: Analisis Epistemologis dan Etis
Al-Mau izhoh (2026) · doi:10.31949/am.v8i1.18775 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5642 | scored |
بررسی تطبیقی ابعاد اخلاقی و حقوقی جبران خسارت از دستدادن فرصت درمان در بیماریهای حاد مغز و اعصاب: تحلیل نظامهای حقوقی ایران، انگلستان و ایالات متحده آمریکا
Faṣlnāmah-i akhlāq-i pizishkī./Faṣlnāmah-i akhlāq-i pizishkī. (2026) · doi:10.22037/mej.v20i.51606 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5643 | scored |
REKONSTRUKSI PEMBENTUKAN KARAKTER PESERTA DIDIK ERA GENERATIVE ARTIFICIAL INTELLIGENCE PERSPEKTIF FILSAFAT PENDIDIKAN AL-GHAZALI
Pendas Jurnal Ilmiah Pendidikan Dasar (2026) · doi:10.23969/jp.v11i03.58312 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5644 | Screened Out |
Testwiseness and Academic Performance in Mathematics Among Junior Secondary School Three Students in Cross River State, Nigeria.
Afrischolar Discovery (2026) · doi:10.60787/jete.vol9no1.610-622 · v1.0 |
2.1 (gemini-3.1-flash-lite) | — |
| 5645 | scored |
Analysis of Physical Discrepancies and Algorithmic Instability in Voltage Control Systems of Ajou University's Experimental Models
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.21317338 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5646 | scored |
The Polemics of Ethical AI Usage in Higher Education: A Case Study Investigating the Axiological Expectations Mismatch
The Proceedings of the International Academic Conference on Education, Teaching and Learning. (2026) · doi:10.33422/iacetl.v3i1.1844 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5647 | scored |
Mapping Thematic Structures in Higher Education: A Bibliometric–Thematic Analysis of High-Impact Journals
Journal of Education Method and Learning Strategy (2026) · doi:10.59653/jemls.v4i02.2407 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5648 | scored |
KHAI THÁC BIỂU TƯỢNG NÕ - NƯỜNG TRONG LỄ HỘI TRÒ TRÁM CHO THIẾT KẾ SẢN PHẨM LƯU NIỆM DU LỊCH VĂN HÓA VÀ PHÁT TRIỂN SINH KẾ CỘNG ĐỒNG
Tạp chí Khoa học Trường Đại học Trưng Vương (2026) · doi:10.64223/tvj.e2026.v2.i7.a100 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5649 | scored |
Etika Digital Guru: Systematic Literature Review tentang Profesionalisme, Tantangan, dan Strategi Penguatan
Edutik Jurnal Pendidikan Teknologi Informasi dan Komunikasi (2026) · doi:10.67142/edutik.v6i3.478 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 5650 | scored |
From fear to innovation: a case study of transformative faculty development for ethical AI integration in higher education
International Journal for Educational Integrity (2026) · doi:10.1007/s40979-026-00225-x · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |