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: 19550 →
Screen: 18390 →
Eligible: 2697 →
Included: 96
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 = 96 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 | 17490 | 2026-11-12 04:05 |
ref — reference lists of read works | 2033 | 2026-11-11 14:25 |
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 | 17490 | 2026-10-06 | 2026-11-12 |
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 | 9164 |
gemini-3.5-flash-lite | 8582 |
— | 710 |
| Analysis model | prompt | Analyses |
|---|---|---|
gemini-3.1-flash-lite | v2.1 | 275 |
gemini-3.6-flash | v2.1 | 238 |
gemini-3.8-flash | v2.1 | 116 |
gemini-3.7-flash | v2.1 | 108 |
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) | 17992 |
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): 15720 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 | 10168 | 2 (too few) | 0 | 0% |
| 2.0–4.0 | 4236 | 0 (too few) | 0 | — |
| 4.0–5.0 | 1316 | 2 (too few) | 0 | 0% |
| 5.0–6.0 ✓ | 1484 | 3 | 2 | 67% |
| 6.0–8.0 ✓ | 1153 | 23 | 8 | 35% |
| 8.0–10.0 ✓ | 36 | 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)
6.48 / 10
Analyzed papers: 727
Quality Stratification
🟢 High rigor (M ≥ 7.0): 344
🟡 Moderate rigor (4.0 ≤ M < 7.0): 361
🔴 Low rigor (M < 4.0): 22
| Study Design | Paper Count |
|---|---|
psychometric_modeling | 277 |
other | 54 |
theoretical | 27 |
rct | 16 |
assessment_design | 197 |
natural_experiment | 5 |
quasi_experiment | 61 |
review | 22 |
detector_evaluation | 48 |
survey | 7 |
experimental | 1 |
qualitative | 12 |
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=368, 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 (113)
#Psychometrics (65)
#Item Response Theory (55)
#academic integrity (52)
#assessment validity (50)
#Assessment Validity (49)
#item response theory (45)
#higher education (42)
#Automated Essay Scoring (39)
#automated essay scoring (39)
#Generative AI (30)
#Construct Validity (27)
#construct validity (27)
#LLM as rater (26)
#Higher Education (24)
#IRT (24)
#Large Language Models (23)
#large language models (22)
#GPT-4 (21)
#LLM Evaluation (21)
#generative AI (21)
#assessment redesign (20)
#Academic Integrity (19)
#Automated Scoring (19)
#prompt engineering (19)
#ChatGPT (17)
#automated scoring (17)
#LLM as Rater (16)
#Prompt Engineering (16)
#assessment design (16)
#assessment_design (16)
#Assessment Redesign (15)
#AI-resilient assessment (14)
#validity (14)
#LLMs as raters (13)
#automated assessment (13)
#differential item functioning (13)
#Computer Science Education (12)
#LLM-as-a-judge (12)
#academic_integrity (12)
#benchmarking (12)
#inter-rater reliability (12)
#Automated Item Generation (11)
#LLMs as Test Takers (11)
#assessment-validity (11)
#assessment_validity (11)
#formative assessment (11)
#rater drift (11)
#AI-resistant assessment (10)
#Computerized Adaptive Testing (10)
#Inter-Rater Reliability (10)
#Knowledge Tracing (10)
#automated item generation (10)
#automated_essay_scoring (10)
#computerized adaptive testing (10)
#item_response_theory (10)
#DIF (9)
#LLM evaluation (9)
#Medical Education (9)
#concept drift (9)
| # | Status / Stage | Paper | LLM Score | Expert Review |
|---|---|---|---|---|
| 11551 | scored |
Are complex baseline energy use models needed to accurately predict retrofit savings?
Journal of Physics Conference Series (2025) · doi:10.1088/1742-6596/3140/2/022021 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 11552 | scored |
Detecting subtle nonlinear changes in slow-moving landslides with a hybrid InSAR change point detection framework: Methodological assessment and validation
International Journal of Applied Earth Observation and Geoinformation (2025) · doi:10.1016/j.jag.2025.104949 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 11553 | Screened Out |
Detecting AI-Generated Text and Code: An Empirical Study of Cross-Generator and Cross-Domain Generalization
AI (2026) · doi:10.3390/ai7080319 · v1.0 |
4.4 (gemini-3.5-flash-lite) | — |
| 11554 | In Buffer |
Nutzung von KI im Studium? Gelebter Diskurs und Perspektiven
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.22013075 · v1.0 |
5.7 (gemini-3.6-flash) | — |
| 11555 | scored |
What Is AI, Really?
Routledge eBooks (2026) · doi:10.4324/9781003740377-2 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 11556 | Screened Out |
Use of artificial intelligence tools in postgraduate learning: A case study
Ceylon Journal of Science (2026) · doi:10.4038/cjs.v55i5.9749 · v1.0 |
2.9 (gemini-3.5-flash-lite) | — |
| 11557 | scored |
"Declaration on the Ethical, Lawful, Transparent, and Experimentally Validated Use of Artificial Intelligence in Scientific Research"
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.22013951 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 11558 | scored |
Ethical and Inclusive Leadership for AI-Driven Higher Education
Advances in computational intelligence and robotics book series (2026) · doi:10.4018/979-8-3373-7411-6.ch011 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 11559 | Screened Out |
A network-based security information system for safeguarding computer-based test platforms in organizational environments
Computer Science and Information Technologies (2026) · doi:10.11591/csit.v7i3.p325-336 · v1.0 |
3.4 (gemini-3.5-flash-lite) | — |
| 11560 | Screened Out |
Writing class as an activity system
Journal of International Students (2026) · doi:10.32674/4mx39172 · v1.0 |
2.2 (gemini-3.5-flash-lite) | — |
| 11561 | Screened Out |
Bibliometric mapping of generative artificial intelligence research in higher education using VOSviewer and CiteSpace
Discover Artificial Intelligence (2026) · doi:10.1007/s44163-026-01985-8 · v1.0 |
3.4 (gemini-3.5-flash-lite) | — |
| 11562 | scored |
The Retrograde Pendulum: Reversing Course on Standards-based Grading
Journal of School Administration Research and Development (2026) · doi:10.32674/7an6dt57 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 11563 | Screened Out |
A Matter of Standards: Addressing Inconsistencies in Grading Practices in High School English, Mathematics, Science, and Social Studies Courses
Journal of School Administration Research and Development (2026) · doi:10.32674/ftm8de57 · v1.0 |
2.9 (gemini-3.5-flash-lite) | — |
| 11564 | scored |
Generative Artificial Intelligence Technologies in Education: Critical Thinking Skills and a Balanced AI-assisted Learning Model
InterConf (2026) · doi:10.51582/interconf.19-20.08.2026.006 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 11565 | scored |
REKONSTRUKSI PENDIDIKAN AL-ISLAM DAN KEMUHAMMADIYAHAN DI ERA ARTIFICIAL INTELLIGENCE: STUDI KASUS DI SMA MUHAMMADIYAH PACITAN
Jurnal Manajemen Pendidikan (2026) · doi:10.34125/jmp.v11i4.3144 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 11566 | Screened Out |
ARTIFICIAL INTELLIGENCE IN CLINICAL AND MORPHOLOGICAL RESEARCH: SCIENTIFIC OPPORTUNITIES, ACADEMIC INTEGRITY, AND RESPONSIBLE IMPLEMENTATION
Professional Pedagogics (2026) · doi:10.32835/2707-3092.2026.33.124-134 · v1.0 |
3.0 (gemini-3.1-flash-lite) | — |
| 11567 | Screened Out |
Artificial Intelligence Adoption in Academic Research: The Roles of Awareness, Attitudes, and Perceived Usefulness
Artificial Intelligence in Educational Decision Sciences (2026) · doi:10.66053/aieds.v1i2.53 · v1.0 |
2.1 (gemini-3.1-flash-lite) | — |
| 11568 | scored |
The effectiveness of AI-assisted learning platforms on students’ critical thinking and academic performance in higher education
Lentera Negeri (2026) · doi:10.29210/993070 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 11569 | scored |
INTEGRATING ARTIFICIAL INTELLIGENCE, FIJIAN VALUES, AND CHARACTER EDUCATION FOR GLOBAL CITIZENSHIP
International Conference on Aplied Social Sciences in Education (2026) · doi:10.31316/icasse.v2i1.10428 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 11570 | Screened Out |
A COMPREHENSIVE SURVEY OF AI-BASED ONLINE EXAMINATION MONITORING AND BEHAVIOURAL PERFORMANCE ANALYSIS SYSTEMS
International Journal of Advanced Research in Computer Science (2026) · doi:10.26483/ijarcs.v17i4.7539 · v1.0 |
3.4 (gemini-3.1-flash-lite) | — |
| 11571 | scored |
THE ROLE OF GENERATIVE ARTIFICIAL INTELLIGENCE IN IMPROVING UNIVERSITY STUDENTS' LEARNING PERFORMANCE
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.22026283 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 11572 | Not Article |
METHODOLOGICAL APPROACHES TO INTEGRATING ARTIFICIAL INTELLIGENCE TECHNOLOGIES INTO THE COURSE "INFORMATION TECHNOLOGIES IN PRIMARY EDUCATION"
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.22027810 · v1.0 |
- | — |
| 11573 | scored |
Social Media Influencers: A New Approach to Academic Integrity in Higher Education
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.22026381 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 11574 | scored |
250-583 Certification Guide: Symantec ZTNA Complete R1 - Syllabus, Sample Questions and Study Plan
OSF Preprints (OSF Preprints) (2026) · doi:10.5281/zenodo.22026597 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 11575 | No Fulltext |
Can large language models generate exam questions comparable to humans? A systematic review and meta-analysis study in medical education
Medical Teacher (2026) · doi:10.1080/0142159x.2026.2691072 · v1.0 |
5.7 (gemini-3.1-flash-lite) | — |
| 11576 | scored |
Toward a Metric for Disciplinary Learning in the Age of AI: The UnBlooms™ Metacognitive Awareness Scale and Discernment Rate in AI-Mediated Learning
International Journal of Emerging and Disruptive Innovation in Education VISIONARIUM (2026) · doi:10.62608/2831-3550.1054 · v1.0 |
5.4 (gemini-3.1-flash-lite) | — |
| 11577 | Screened Out |
Cross-cultural adaptation and psychometric evaluation of the Shinners Artificial Intelligence Perception Scale (SAIP): evidence from Turkish nursing students
BMC Nursing (2026) · doi:10.1186/s12912-026-04926-z · v1.0 |
2.3 (gemini-3.1-flash-lite) | — |
| 11578 | Not Article |
PVF dataset
Harvard Dataverse (2026) · doi:10.7910/dvn/rnxhga · v1.0 |
- | — |
| 11579 | scored |
AI-Driven decision intelligence: a Bayesian framework for valuing HR technology readiness and international investment under uncertainty
Journal of Modelling in Management (2026) · doi:10.1108/jm2-11-2025-0604 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 11580 | scored |
Digital shadows in mental health map how LLMs simulate depression, anxiety, and stress through language and psychometrics
Research Square (2026) · doi:10.21203/rs.3.rs-10091363/v1 · v1.0 |
0.0 (Flash Lite) | — |
| 11581 | scored |
Mapping Deep Learning Quality in Senior High Schools Adopting the Deep Learning, Coding & Artificial Intelligence (DLCAAI) Model in Central Java as a Foundation for Evidence-Based Educational Policy
Forum Ilmu Sosial (2026) · doi:10.15294/fis.v53i01.50119 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 11582 | Screened Out |
Multi-Trait Multi-Method (MTMM) Evaluation of the Construct Validity of the Child Assessment and Education System (CAES) in Hong Kong
Preprints.org (2026) · doi:10.20944/preprints202606.1649.v1 · v1.0 |
2.6 (gemini-3.1-flash-lite) | — |
| 11583 | Screened Out |
Turkish adaptation of the Artificial Intelligence Self-Efficacy Scale (AISES) and its role in prospective teachers’ intentions to use AI in classroom practices
BMC Psychology (2026) · doi:10.1186/s40359-026-05014-2 · v1.0 |
2.3 (gemini-3.1-flash-lite) | — |
| 11584 | Screened Out |
DuoTest Flex: an AI-driven alternative assessment approach for beginner Spanish instruction
Journal of Spanish Language Teaching (2026) · doi:10.1080/23247797.2026.2673677 · v1.0 |
3.5 (gemini-3.1-flash-lite) | — |
| 11585 | scored |
Evaluating the instrumental quality of LLM-generated assessment items
Frontiers in Education (2026) · doi:10.3389/feduc.2026.1837523 · v1.0 |
5.3 (gemini-3.1-flash-lite) | — |
| 11586 | scored |
Development and psychometric analysis of 5-item Artificial Intelligence Attitude (AIAT-5) for students
BMC Psychology (2026) · doi:10.1186/s40359-026-05020-4 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 11587 | scored |
The Concept of Neuro-Behavioral Digital Shift in Reproductology: Digital Infertility, Behavioral Digital Contraception and the PRMPDigital Clinical Protocol
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.20804453 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 11588 | Screened Out |
AI as Rubric Mediator: A Reflective Practice Brief on GPT-Supported Assessment for Learning in Music Education
Asian Journal of Assessment in Teaching and Learning (2026) · doi:10.37134/ajatel.vol16.1.6.2026 · v1.0 |
4.8 (gemini-3.5-flash-lite) | — |
| 11589 | Screened Out |
AI integration in mathematics education: A systematic review of implementation challenges and pedagogical implications (2017-2025)
Social Sciences & Humanities Open (2026) · doi:10.1016/j.ssaho.2026.103147 · v1.0 |
4.5 (gemini-3.5-flash-lite) | — |
| 11590 | scored |
Measurement of General Attitude Toward AI and its Relationship with AI Anxiety, Attitude Toward Robots and Belief in Human Nature Uniqueness: Polish Adaptation of the ATTARI-12 Questionnaire
Polish Psychological Bulletin (2026) · doi:10.24425/ppb.2026.153995 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 11591 | Screened Out |
AI in Reddit Mental Health Discourse: A Focused Scoping Review (Preprint)
arXiv/Crossref (2026) · doi:10.2196/preprints.105426 · v1.0 |
3.0 (gemini-3.5-flash-lite) | — |
| 11592 | No Fulltext |
Evaluating GPT-4o on Introductory Economics Problem Sets: A Rating-Based Benchmark of Question Type and Assessment Design
Education Sciences (2026) · doi:10.3390/educsci16070994 · v1.0 |
6.1 (gemini-3.5-flash-lite) | — |
| 11593 | scored |
Advances and Intelligent Development of Nondestructive Testing Technologies for Tunnel Structural Health Monitoring
He'nan kexue (2026) · doi:10.3724/j.issn.1004-3918.2026.096 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 11594 | scored |
Admissibility of AI-generated digital evidence in criminal proceedings: A framework for enhancing judicial reliability in Sri Lanka
JMTR. (2026) · doi:10.4038/jmtr.v11i4.465 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 11595 | Not Article |
Data and analysis records for "Liquid versus Nanoparticle Fuel Additives in Diesel Engines: A Bibliometric Analysis and Critical Review of Performance and Emission Evidence"
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.23093658 · v1.0 |
- | — |
| 11596 | Screened Out |
Reconfiguring faculty agency in the age of generative AI: Authorship, pedagogical judgement, and autonomy in Palestinian higher education
Innovations in Education and Teaching International (2026) · doi:10.1080/14703297.2026.2742477 · v1.0 |
3.5 (gemini-3.5-flash-lite) | — |
| 11597 | Screened Out |
GenAI Literacy and Students’ Exploitative and Exploratory Innovation: The Moderating Role of Critical Thinking
Journal of Intelligence (2026) · doi:10.3390/jintelligence14100241 · v1.0 |
3.1 (gemini-3.5-flash-lite) | — |
| 11598 | scored |
TÁC ĐỘNG CỦA TRÍ TUỆ NHÂN TẠO ĐỐI VỚI GIÁO DỤC CẢM XÚC - XÃ HỘI CHO HỌC SINH TIỂU HỌC TẠI HÀ NỘI: TIẾP CẬN CÓ SỰ THAM GIA
Tạp chí Khoa học Trường Đại học Trưng Vương (2026) · doi:10.64223/tvj.p2026.v2.i7.a124 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 11599 | scored |
Artificial Intelligence in Judicial and Administrative Decision-Making: Reassessing Rights, Regulation, and Justice
arXiv/Crossref (2026) · doi:10.63108/vab.ldd.1.12 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 11600 | No Fulltext |
Believable is not valid: LLM-simulated student populations reproduce the marginals of real response data and not its structure
Open Science Framework (2026) · doi:10.17605/osf.io/ev2ns · v1.0 |
6.8 (gemini-3.5-flash-lite) | — |