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: 20016 →
Screen: 18854 →
Eligible: 2754 →
Included: 102
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 = 102 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 | 17917 | 2026-11-13 10:26 |
ref — reference lists of read works | 2072 | 2026-11-13 10:28 |
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 | 17917 | 2026-10-06 | 2026-11-13 |
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 | 9392 |
gemini-3.5-flash-lite | 8804 |
— | 724 |
| Analysis model | prompt | Analyses |
|---|---|---|
gemini-3.1-flash-lite | v2.1 | 275 |
gemini-3.6-flash | v2.1 | 263 |
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) | 18456 |
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): 16127 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 | 10432 | 2 (too few) | 0 | 0% |
| 2.0–4.0 | 4349 | 0 (too few) | 0 | — |
| 4.0–5.0 | 1346 | 2 (too few) | 0 | 0% |
| 5.0–6.0 ✓ | 1520 | 3 | 2 | 67% |
| 6.0–8.0 ✓ | 1173 | 23 | 8 | 35% |
| 8.0–10.0 ✓ | 37 | 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)
6.46 / 10
Analyzed papers: 752
Quality Stratification
🟢 High rigor (M ≥ 7.0): 355
🟡 Moderate rigor (4.0 ≤ M < 7.0): 371
🔴 Low rigor (M < 4.0): 26
| Study Design | Paper Count |
|---|---|
psychometric_modeling | 286 |
other | 54 |
theoretical | 27 |
rct | 17 |
assessment_design | 209 |
natural_experiment | 5 |
quasi_experiment | 61 |
review | 24 |
detector_evaluation | 48 |
survey | 7 |
experimental | 1 |
qualitative | 13 |
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=384, 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 (115)
#Psychometrics (71)
#Item Response Theory (60)
#academic integrity (52)
#assessment validity (52)
#Assessment Validity (51)
#item response theory (46)
#Automated Essay Scoring (43)
#higher education (43)
#automated essay scoring (40)
#Generative AI (32)
#Construct Validity (31)
#construct validity (27)
#LLM as rater (26)
#Large Language Models (25)
#Higher Education (24)
#IRT (24)
#large language models (24)
#LLM Evaluation (23)
#GPT-4 (22)
#generative AI (22)
#assessment redesign (20)
#Academic Integrity (19)
#Automated Scoring (19)
#prompt engineering (19)
#ChatGPT (18)
#LLM as Rater (17)
#Prompt Engineering (17)
#automated scoring (17)
#Assessment Redesign (16)
#assessment design (16)
#assessment_design (16)
#AI-resilient assessment (14)
#validity (14)
#LLMs as raters (13)
#automated assessment (13)
#differential item functioning (13)
#Computer Science Education (12)
#Computerized Adaptive Testing (12)
#LLM-as-a-judge (12)
#academic_integrity (12)
#benchmarking (12)
#formative assessment (12)
#inter-rater reliability (12)
#Automated Item Generation (11)
#Differential Item Functioning (11)
#Knowledge Tracing (11)
#LLMs as Test Takers (11)
#Quadratic Weighted Kappa (11)
#assessment-validity (11)
#assessment_validity (11)
#rater drift (11)
#AI-resistant assessment (10)
#Inter-Rater Reliability (10)
#automated item generation (10)
#automated_essay_scoring (10)
#computerized adaptive testing (10)
#item_response_theory (10)
#AI-Resilient Assessment (9)
#DIF (9)
| # | Status / Stage | Paper | LLM Score | Expert Review |
|---|---|---|---|---|
| 12601 | scored |
Language, literacy, and sensory impairments and missing cognitive test scores in the Harmonized Cognitive Assessment Protocol of the China Health and Retirement Longitudinal Study
Aging Clinical and Experimental Research (2025) · doi:10.1007/s40520-025-03039-y · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12602 | scored |
Validation of the Assessments of Adult Health Literacy: a Rasch measurement model approach
Health Promotion International (2025) · doi:10.1093/heapro/daaf090 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12603 | scored |
Brief Psychiatric Rating Scale – Expanded version: Construct validity using Rasch model analysis
South African Journal of Psychiatry (2025) · doi:10.4102/sajpsychiatry.v31i0.2343 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12604 | scored |
Psychometrics of inflammatory back pain criteria in the US population
EULAR Rheumatology Open (2025) · doi:10.1016/j.ero.2025.04.006 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12605 | scored |
Validity and reliability of the Spanish version of the Epworth Sleepiness Scale
Sleep And Breathing (2025) · doi:10.1007/s11325-025-03339-7 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12606 | scored |
Psychometric properties of the Danish SDM-Q-9 questionnaire for shared decision-making in patients with pelvic floor disorders and low back pain: item response theory modelling
BMC Medical Informatics and Decision Making (2025) · doi:10.1186/s12911-025-03023-6 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12607 | scored |
Translation, cross-cultural adaptation, and validation of the Norwegian version of the Keratoconus Outcomes Research Questionnaire
Journal of Patient-Reported Outcomes (2025) · doi:10.1186/s41687-025-00896-z · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12608 | scored |
From the Editor
Infants & Young Children (2025) · doi:10.1097/iyc.0000000000000298 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12609 | scored |
Measuring Occupational Identity in Hospitalized Older Adults: A Psychometric Examination of the Occupational Identity Questionnaire
American Journal of Occupational Therapy (2025) · doi:10.5014/ajot.2025.051097 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12610 | scored |
Culturally Responsive Teaching Approach: Does it Could Enhance Elementary Students’ Creative Thinking Skills in Mathematics Learning?
Jurnal Ilmiah Sekolah Dasar (2025) · doi:10.23887/jisd.v9i2.97250 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12611 | Screened Out |
Feature Drift Aware Boosted Ensemble with Feature Set Management in Concept Drift Analysis for Academic Data
International Journal on Advanced Computer Engineering and Communication Technology (2025) · doi:10.65521/ijacect.v14i3s.1638 · v1.0 |
4.5 (gemini-3.1-flash-lite) | — |
| 12612 | scored |
Large language models in neuropsychology: Emerging applications and ethical considerations
The Clinical Neuropsychologist (2025) · doi:10.1080/13854046.2025.2604094 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12613 | scored |
High-frequency automated detection and energy-based characterization of tidal bore front dynamics and height in the Qiantang River Estuary
Ocean Engineering (2025) · doi:10.1016/j.oceaneng.2025.124044 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 12614 | Screened Out |
Course-Aware Gated Representation and Multi-Task Learning for Urgent Post Identification in MOOC Discussion Forums
International Conference on Information Science and Education (ICISE-IE) (2025) · doi:10.1109/icise-ie68873.2025.11379850 · v1.0 |
4.9 (gemini-3.5-flash-lite) | — |
| 12615 | scored |
Trend and Change-Point Detection of Rainfall and Temperature Extremes in the Northwestern State of Nigeria
Knowledge-Based Engineering and Sciences (2025) · doi:10.51526/kbes.2025.6.3.49-64 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 12616 | Screened Out |
Plagiarism Awareness and Citation Challenges in EFL Dissertation Writing
Revista Educación y Sociedad (2026) · doi:10.53940/reys.v7i13.254 · v1.0 |
2.9 (gemini-3.5-flash-lite) | — |
| 12617 | Screened Out |
AI in higher education
Notitia (2026) · doi:10.32676/n.12.1.8 · v1.0 |
3.8 (gemini-3.5-flash-lite) | — |
| 12618 | Screened Out |
Artificial Intelligence in Software Development: A Narrative Review of Its Effects on Student Coding Efficiency in Higher Education
e-Jurnal Penyelidikan dan Inovasi (2026) · doi:10.53840/e-jpi.v13i2.434 · v1.0 |
3.3 (gemini-3.5-flash-lite) | — |
| 12619 | Screened Out |
Navigating Dual AI Classrooms: TESOL Teachers’ Strategies to Reconcile Artificial Intelligence with Academic Integrity
Education Sciences (2026) · doi:10.3390/educsci16091371 · v1.0 |
4.6 (gemini-3.5-flash-lite) | — |
| 12620 | scored |
A Privacy-Preserving Federated Learning Framework for Collaborative Academic Certificate Fraud Detection Across Institutions
Journal of Information and Technology (2026) · doi:10.53819/81018102t2599 · v1.0 |
5.1 (gemini-3.5-flash-lite) | — |
| 12621 | No Fulltext |
The Effectiveness of Moral Reminders in Preventing Academic Dishonesty: A Preregistered Experimental Study
Journal of Academic Ethics (2026) · doi:10.1007/s10805-026-09759-8 · v1.0 |
5.9 (gemini-3.5-flash-lite) | — |
| 12622 | Screened Out |
Ethical Dilemmas of Generative AI in Education and Their Implications for SDG 4: A Systematic Review from a Global and Inclusive Perspective
Journal of Educational Technology Development and Exchange (2026) · doi:10.18785/jetde.1903.01 · v1.0 |
2.9 (gemini-3.5-flash-lite) | — |
| 12623 | Screened Out |
Construction of Islamic AI Literacy Dimensions for The Development of Islamic Religious Education Curriculum
Berkala Ilmiah Pendidikan (2026) · doi:10.51214/bip.v6i2.2225 · v1.0 |
2.6 (gemini-3.5-flash-lite) | — |
| 12624 | scored |
Doping Regulations and Strict Liability in Sports
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.22660097 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 12625 | Screened Out |
Teacher Readiness for Artificial Intelligence Use in School Classrooms: A Critical Theoretical Review and SWOT Analysis of International and Indian Research
International Journal of Research Publication and Reviews (2026) · doi:10.55248/gengpi.07.0826.2643 · v1.0 |
2.0 (gemini-3.5-flash-lite) | — |
| 12626 | Screened Out |
Assessment practices resistant to inappropriate AI use in Open Distance eLearning: insights from Zimbabwe Open University
Frontiers in Education (2026) · doi:10.3389/feduc.2026.1897890 · v1.0 |
4.2 (gemini-3.5-flash-lite) | — |
| 12627 | scored |
Misclassification of text in Ai detection: A serious limitation of Ai detectors and Its threats to human-based scholarly writing
Journal of the Pakistan Medical Association (2026) · doi:10.47391/jpma.40793 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 12628 | In Buffer |
Implementasi Transfer Learning Menggunakan DenseNet121 untuk Deteksi Presentation Attack pada Citra Wajah
Jurnal Nasional Teknologi dan Sistem Informasi (2026) · doi:10.25077/teknosi.v12i2.2026.266-275 · v1.0 |
0.0 (gemini-3.6-flash) | — |
| 12629 | Screened Out |
RESPONSIBLE USE OF GENERATIVE ARTIFICIAL INTELLIGENCE IN THE TRAINING OF FUTURE PSYCHOLOGISTS
arXiv/Crossref (2026) · doi:10.70286/isu-26.08.2026.021 · v1.0 |
2.4 (gemini-3.5-flash-lite) | — |
| 12630 | Screened Out |
Implications of generative AI for academic integrity in distance education: a systematic literature review
Open Learning The Journal of Open Distance and e-Learning (2026) · doi:10.1080/02680513.2026.2722975 · v1.0 |
3.9 (gemini-3.5-flash-lite) | — |
| 12631 | Screened Out |
Governing generative AI in higher education: emerging policy approaches and support ecosystems at innovative U.S. Universities
International Journal for Educational Integrity (2026) · doi:10.1007/s40979-026-00233-x · v1.0 |
4.6 (gemini-3.5-flash-lite) | — |
| 12632 | scored |
Generative AI and Academic Integrity in Higher Education: A Narrative Review of Detection, Assessment, and Institutional Policy
arXiv/Crossref (2026) · doi:10.13140/rg.2.2.22243.31522 · v1.0 |
0.0 (Flash Lite) | — |
| 12633 | Screened Out |
Artificial Intelligence in Commerce Education: Impact on Teaching and Learning among Students and Teachers in Kolar District, Karnataka, India
Archives of Current Research International (2026) · doi:10.9734/acri/2026/v26i92124 · v1.0 |
2.3 (gemini-3.1-flash-lite) | — |
| 12634 | Screened Out |
Ethical implications of artificial intelligence-based academic integrity systems in Palestinian higher education: a systematic review
Frontiers in Education (2026) · doi:10.3389/feduc.2026.1905889 · v1.0 |
2.6 (gemini-3.1-flash-lite) | — |
| 12635 | Screened Out |
The AI Mirror Studio
Advances in computational intelligence and robotics book series (2026) · doi:10.4018/979-8-2600-3840-6.ch006 · v1.0 |
3.9 (gemini-3.1-flash-lite) | — |
| 12636 | Screened Out |
Preparing Career-Ready Business Graduates: AI-Enhanced Workplace Education
Academy of Management Proceedings (2026) · doi:10.5465/amproc.2026.17308poster · v1.0 |
3.9 (gemini-3.1-flash-lite) | — |
| 12637 | Screened Out |
Can Large Language Models Assess Corporate Leaders’ Personalities from Their Video Interviews?
Academy of Management Proceedings (2026) · doi:10.5465/amproc.2026.16440abstract · v1.0 |
3.6 (gemini-3.1-flash-lite) | — |
| 12638 | scored |
Generative AI Scoring of Constructed Responses: Psychometric Evidence for Research Applications
Academy of Management Proceedings (2026) · doi:10.5465/amproc.2026.13092abstract · v1.0 |
5.3 (gemini-3.1-flash-lite) | — |
| 12639 | Screened Out |
Balancing Technology and Practice Through Narrative Design
Academy of Management Proceedings (2026) · doi:10.5465/amproc.2026.18050abstract · v1.0 |
3.2 (gemini-3.1-flash-lite) | — |
| 12640 | Screened Out |
A Proposed Framework for Developing Physical Education Curricula in Light of Artificial Intelligence Concepts and Future Skills
Al-Noor Journal of Physical and Sports Sciences (2026) · doi:10.69513/jnss.v1.i2.a3 · v1.0 |
1.9 (gemini-3.1-flash-lite) | — |
| 12641 | scored |
The Cyber Paranoia and Fear Scale-Updated (CPFS-U): development and implications for digital health engagement
BMJ Open (2026) · doi:10.1136/bmjopen-2025-115399 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12642 | Screened Out |
Generative AI Technology and Teacher Language Assessment Literacy – Can Language Teachers Keep up?
Language Testing in Focus An International Journal (2026) · doi:10.32038/ltf.2026.13.02 · v1.0 |
1.7 (gemini-3.1-flash-lite) | — |
| 12643 | Screened Out |
Theoretical Framework: Computerized Adaptive Testing (CAT) and Item Response Theory
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.21180340 · v1.0 |
3.1 (gemini-3.1-flash-lite) | — |
| 12644 | scored |
Non-Invasive Characterization of Petrochemical Tanks via IR Thermography, Digital Twins and AI
e-Journal of Nondestructive Testing (2026) · doi:10.58286/33508 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12645 | scored |
A Survey and Computational Atlas of Personality Models
ACM Transactions on Intelligent Systems and Technology (2026) · doi:10.1145/3828667 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12646 | scored |
Psychometric Validation of the Perceived Cognitive Assistance Scale: Exploratory and Confirmatory Evidence from LLM-Supported Decision-Making in Retail Trading
arXiv/Crossref (2026) · doi:10.31234/osf.io/2dp7v_v1 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12647 | scored |
Virtual vs. Human Influencers: AI-Mediated Trust Transfer and Brand Attachment Among Female Consumers
Journal of theoretical and applied electronic commerce research (2026) · doi:10.3390/jtaer21070209 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12648 | scored |
Assessment Validity and Generative AI
arXiv/Crossref (2026) · doi:10.31235/osf.io/f6hz7_v2 · v1.0 |
5.2 (gemini-3.1-flash-lite) | — |
| 12649 | scored |
Evaluating the Feasibility and Acceptability of Rosie the Chatbot for Racial and Ethnic Minoritized Fathers: A Health Education Question-And-Answer Chatbot for Fathers of Color
Digital Repository at the University of Maryland (University of Maryland College Park) (2026) · doi:10.13016/htns-l3pm · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 12650 | Screened Out |
Generative-LLM as a Cost-Effective Tool for Quantitative Content Coding of Relational Behaviors - The Case of Parental Apologies
arXiv/Crossref (2026) · doi:10.17605/osf.io/azy5s · v1.0 |
3.7 (gemini-3.1-flash-lite) | — |