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: 20521 →
Screen: 19341 →
Eligible: 2807 →
Included: 105
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 = 105 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 | 18382 | 2026-11-14 16:12 |
ref — reference lists of read works | 2112 | 2026-11-14 14:30 |
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 | 18382 | 2026-10-06 | 2026-11-14 |
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 | 9635 |
gemini-3.5-flash-lite | 9033 |
— | 739 |
| Analysis model | prompt | Analyses |
|---|---|---|
gemini-3.6-flash | v2.1 | 278 |
gemini-3.1-flash-lite | v2.1 | 275 |
gemini-3.8-flash | v2.1 | 117 |
gemini-3.7-flash | v2.1 | 109 |
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) | 18943 |
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): 16561 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 | 10708 | 2 (too few) | 0 | 0% |
| 2.0–4.0 | 4478 | 0 (too few) | 0 | — |
| 4.0–5.0 | 1375 | 2 (too few) | 0 | 0% |
| 5.0–6.0 ✓ | 1549 | 3 | 2 | 67% |
| 6.0–8.0 ✓ | 1197 | 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)
6.44 / 10
Analyzed papers: 769
Quality Stratification
🟢 High rigor (M ≥ 7.0): 356
🟡 Moderate rigor (4.0 ≤ M < 7.0): 386
🔴 Low rigor (M < 4.0): 27
| Study Design | Paper Count |
|---|---|
psychometric_modeling | 289 |
other | 55 |
theoretical | 27 |
rct | 17 |
assessment_design | 215 |
quasi_experiment | 63 |
natural_experiment | 5 |
review | 25 |
detector_evaluation | 51 |
survey | 8 |
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=397, 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 (117)
#Psychometrics (71)
#Item Response Theory (61)
#Assessment Validity (54)
#academic integrity (53)
#assessment validity (53)
#Automated Essay Scoring (46)
#item response theory (46)
#higher education (45)
#automated essay scoring (41)
#Generative AI (34)
#Construct Validity (33)
#LLM as rater (28)
#construct validity (27)
#Large Language Models (26)
#Higher Education (25)
#GPT-4 (24)
#IRT (24)
#LLM Evaluation (24)
#large language models (24)
#Academic Integrity (22)
#generative AI (22)
#assessment redesign (21)
#prompt engineering (21)
#Automated Scoring (20)
#ChatGPT (20)
#Assessment Redesign (17)
#LLM as Rater (17)
#Prompt Engineering (17)
#automated scoring (17)
#assessment design (16)
#assessment_design (16)
#validity (15)
#AI-resilient assessment (14)
#Computer Science Education (14)
#LLMs as raters (14)
#automated assessment (13)
#differential item functioning (13)
#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)
#LLM evaluation (10)
#Medical Education (10)
#automated item generation (10)
#automated_essay_scoring (10)
#computerized adaptive testing (10)
#item_response_theory (10)
| # | Status / Stage | Paper | LLM Score | Expert Review |
|---|---|---|---|---|
| 19951 | scored |
Cheating-Detection Companies Made Millions During the Pandemic. Now Students Are Fighting back *
Auerbach Publications eBooks (2022) · doi:10.1201/9781003278290-60 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19952 | Screened Out |
Exploring Artificial Intelligence in Academic Essay: Higher Education Student's Perspective
International Journal of Educational Research Open (2023) · doi:10.1016/j.ijedro.2023.100296 · v1.0 |
1.9 (gemini-3.1-flash-lite) | — |
| 19953 | Screened Out |
Analysing the Role of ChatGPT in Improving Student Productivity in Higher Education
Journal on Education (2023) · doi:10.31004/joe.v5i4.2563 · v1.0 |
1.1 (gemini-3.1-flash-lite) | — |
| 19954 | scored |
Understanding Academic Misconduct
Canadian Journal of Higher Education (2006) · doi:10.47678/cjhe.v36i1.183525 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19955 | Screened Out |
Accused: How students respond to allegations of using ChatGPT on assessments
Learning Research and Practice (2023) · doi:10.1080/23735082.2023.2254787 · v1.0 |
3.4 (gemini-3.1-flash-lite) | — |
| 19956 | Screened Out |
GPT detectors are biased against non-native English writers
Patterns (2023) · doi:10.1016/j.patter.2023.100779 · v1.0 |
4.9 (gemini-3.5-flash-lite) | — |
| 19957 | scored |
Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis
British Journal of Educational Technology (2023) · doi:10.1111/bjet.13334 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 19958 | Screened Out |
Supporting inclusion in academic integrity in the age of GenAI
Routledge eBooks (2024) · doi:10.4324/9781003482918-4 · v1.0 |
4.1 (gemini-3.5-flash-lite) | — |
| 19959 | Screened Out |
Generative AI and higher education: a review of claims from the first months of ChatGPT
Higher Education (2024) · doi:10.1007/s10734-024-01265-3 · v1.0 |
3.3 (gemini-3.5-flash-lite) | — |
| 19960 | scored |
Academic Integrity and Artificial Intelligence: An Overview
Springer international handbooks of education (2024) · doi:10.1007/978-3-031-54144-5_153 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19961 | Screened Out |
Reading at university in the time of GenAI
Learning Letters (2024) · doi:10.59453/ll.v3.35 · v1.0 |
4.2 (gemini-3.5-flash-lite) | — |
| 19962 | Screened Out |
Inclusion, Cheating, and Academic Integrity
Routledge eBooks (2022) · doi:10.4324/9781003293101-13 · v1.0 |
4.2 (gemini-3.5-flash-lite) | — |
| 19963 | scored |
Acceptance of Artificial Intelligence Application in the Post-Covid Era and Its Impact on Faculty Members’ Occupational Well-being and Teaching Self Efficacy: A Path Analysis Using the UTAUT 2 Model
Applied Artificial Intelligence (2023) · doi:10.1080/08839514.2023.2175110 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 19964 | scored |
Perceptions about the Future of Integrating Emerging Technologies into Higher Education—The Case of Robotics with Artificial Intelligence
Computers (2021) · doi:10.3390/computers10090110 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 19965 | scored |
Exploring Medical Students' and Faculty's Perception on Artificial Intelligence and Robotics. A Questionnaire Survey
Journal of Artificial Intelligence for Medical Sciences (2021) · doi:10.2991/jaims.d.210617.002 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 19966 | scored |
The Role of Artificial Intelligence Techniqies in Improving the Behavior and Practices of Faculty Members When Switching to E-Learning in Light of the Covid-19 Crisis
International Journal of Education and Practice (2021) · doi:10.18488/journal.61.2021.94.687.714 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 19967 | scored |
The impact of artificial intelligence on learner–instructor interaction in online learning
International Journal of Educational Technology in Higher Education (2021) · doi:10.1186/s41239-021-00292-9 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 19968 | scored |
AI in education: learner choice and fundamental rights
Learning Media and Technology (2020) · doi:10.1080/17439884.2020.1786399 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 19969 | scored |
Are We Ready to Integrate Artificial Intelligence Literacy into Medical School Curriculum: Students and Faculty Survey
Journal of Medical Education and Curricular Development (2021) · doi:10.1177/23821205211024078 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 19970 | scored |
Evaluating the Intention for the Adoption of Artificial Intelligence-Based Robots in the University to Educate the Students
IEEE Access (2022) · doi:10.1109/access.2022.3225555 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 19971 | scored |
Vision, challenges, roles and research issues of Artificial Intelligence in Education
Computers and Education Artificial Intelligence (2020) · doi:10.1016/j.caeai.2020.100001 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 19972 | scored |
The “Epidemic” of Cheating Depends on Its Definition: A Critique of Inferring the Moral Quality of “Cheating in Any Form”
Ethics & Behavior (2015) · doi:10.1080/10508422.2015.1026595 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 19973 | scored |
Cheating as subversive and strategic resistance: vocational students’ resistance and conformity towards academic subjects in a Swedish upper secondary school
Ethnography & Education (2011) · doi:10.1080/17457823.2011.610584 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 19974 | scored |
Why ‘cheating’ research is wrong: new departures for the study of student copying in higher education
Higher Education (2014) · doi:10.1007/s10734-014-9806-1 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19975 | scored |
Fighting Back Against Achievement Culture: Cheating as an Act of Rebellion in a High-Pressure Secondary School
Ethics & Behavior (2016) · doi:10.1080/10508422.2016.1145058 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 19976 | scored |
Utilizing webcam-based proctoring to deter misconduct in online exams
Computers & Education (2015) · doi:10.1016/j.compedu.2015.10.002 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19977 | scored |
Handbook of Quantitative Methods for Detecting Cheating on Tests
Routledge eBooks (2016) · doi:10.4324/9781315743097 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19978 | scored |
Why Neoliberal Values of Self-Enhancement Lead to Cheating in Higher Education
Psychological Science (2013) · doi:10.1177/0956797613487221 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 19979 | scored |
Why is Cheating Wrong?
Studies in Philosophy and Education (2009) · doi:10.1007/s11217-009-9148-0 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19980 | scored |
Predicting Academic Misconduct Intentions and Behavior Using the Theory of Planned Behavior and Personality
Basic and Applied Social Psychology (2010) · doi:10.1080/01973530903539895 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19981 | scored |
Using the theory of planned behavior and cheating justifications to predict academic misconduct
Career Development International (2009) · doi:10.1108/13620430910966415 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19982 | scored |
Student Plagiarism in Universities: What are we Doing About it?
Higher Education Research & Development (1998) · doi:10.1080/0729436980170105 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19983 | scored |
An Institutional Three-Stage Framework: Elevating Academic Writing and Integrity Standards of International Pathway Students
Journal of International Students (2016) · doi:10.32674/jis.v6i2.371 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19984 | scored |
Honor Codes and Other Contextual Influences on Academic Integrity: A Replication and Extension to Modified Honor Code Settings
Research in Higher Education (2002) · doi:10.1023/a:1014893102151 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19985 | scored |
The Theory of Planned Behavior as a Model of Academic Dishonesty in Engineering and Humanities Undergraduates
Ethics & Behavior (2007) · doi:10.1080/10508420701519239 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19986 | scored |
A Conversation on Artificial Intelligence, Chatbots, and Plagiarism in Higher Education
Cellular and Molecular Bioengineering (2023) · doi:10.1007/s12195-022-00754-8 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19987 | Screened Out |
Comparing scientific abstracts generated by ChatGPT to original abstracts using an artificial intelligence output detector, plagiarism detector, and blinded human reviewers
bioRxiv (Cold Spring Harbor Laboratory) (2022) · doi:10.1101/2022.12.23.521610 · v1.0 |
4.9 (gemini-3.1-flash-lite) | — |
| 19988 | scored |
Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy
International Journal of Information Management (2023) · doi:10.1016/j.ijinfomgt.2023.102642 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19989 | In Buffer |
Performance of ChatGPT on USMLE: Potential for AI-assisted medical education using large language models
PLOS Digital Health (2023) · doi:10.1371/journal.pdig.0000198 · v1.0 |
4.0 (gemini-3.8-flash) | — |
| 19990 | scored |
What students say they know, feel, and do about cyber‐plagiarism and academic dishonesty? A case study
Proceedings of the American Society for Information Science and Technology (2005) · doi:10.1002/meet.1450420142 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19991 | scored |
Open AI in Education, the Responsible and Ethical Use of ChatGPT Towards Lifelong Learning
SSRN Electronic Journal (2023) · doi:10.2139/ssrn.4354422 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19992 | scored |
What are Automated Paraphrasing Tools and how do we address them? A review of a growing threat to academic integrity
International Journal for Educational Integrity (2022) · doi:10.1007/s40979-022-00109-w · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19993 | scored |
Why and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic
International Journal for Educational Integrity (2021) · doi:10.1007/s40979-021-00089-3 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19994 | Screened Out |
Assisting academics to identify computer generated writing
European Journal of Engineering Education (2022) · doi:10.1080/03043797.2022.2046709 · v1.0 |
2.9 (gemini-3.1-flash-lite) | — |
| 19995 | scored |
What Can we do about Student Cheating
About Campus Enriching the Student Learning Experience (2000) · doi:10.1177/108648220000500203 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19996 | scored |
Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators
The International Journal of Management Education (2023) · doi:10.1016/j.ijme.2023.100790 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19997 | scored |
‘Teach us how to do it properly!’ An Australian academic integrity student survey
Studies in Higher Education (2013) · doi:10.1080/03075079.2013.777406 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19998 | scored |
Contract cheating and assessment design: exploring the relationship
Assessment & Evaluation in Higher Education (2018) · doi:10.1080/02602938.2018.1527892 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 19999 | scored |
Peer Learning and Assessment
Assessment & Evaluation in Higher Education (1999) · doi:10.1080/0260293990240405 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 20000 | scored |
Scaling Up Assessment for Learning: Progress and Prospects
The enabling power of assessment (2016) · doi:10.1007/978-981-10-3045-1_1 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |