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 |
|---|---|---|---|---|
| 20101 | In Buffer |
ChatGPT has Aced the Test of Understanding in College Economics: Now What?
The American Economist (2023) · doi:10.1177/05694345231169654 · v1.0 |
4.7 (gemini-3.1-flash-lite) | — |
| 20102 | Screened Out |
ChatGPT: An ever-increasing encroachment of artificial intelligence in online assessment in distance education
Online Journal of Communication and Media Technologies (2023) · doi:10.30935/ojcmt/13291 · v1.0 |
1.4 (gemini-3.5-flash-lite) | — |
| 20103 | Screened Out |
Reconceptualizing ChatGPT and generative AI as a student-driven innovation in higher education
arXiv/Crossref (2023) · doi:10.35542/osf.io/nwqju · v1.0 |
1.7 (gemini-3.5-flash-lite) | — |
| 20104 | Screened Out |
Time to Revisit Existing Student’s Performance Evaluation Approach in Higher Education Sector in a New Era of ChatGPT — A Case Study
Cogent Education (2023) · doi:10.1080/2331186x.2023.2210461 · v1.0 |
3.4 (gemini-3.5-flash-lite) | — |
| 20105 | In Buffer |
The death of the short-form physics essay in the coming AI revolution
Physics Education (2023) · doi:10.1088/1361-6552/acc5cf · v1.0 |
4.4 (gemini-3.1-flash-lite) | — |
| 20106 | Screened Out |
The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot
British Journal of Educational Technology (2023) · doi:10.1111/bjet.13305 · v1.0 |
2.5 (gemini-3.5-flash-lite) | — |
| 20107 | Screened Out |
Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI)
Journal of University Teaching and Learning Practice (2023) · doi:10.53761/1.20.3.02 · v1.0 |
1.4 (gemini-3.5-flash-lite) | — |
| 20108 | Screened Out |
What ChatGPT means for universities: Perceptions of scholars and students
Journal of Applied Learning & Teaching (2023) · doi:10.37074/jalt.2023.6.1.22 · v1.0 |
2.2 (gemini-3.5-flash-lite) | — |
| 20109 | In Buffer |
ChatGPT versus engineering education assessment: a multidisciplinary and multi-institutional benchmarking and analysis of this generative artificial intelligence tool to investigate assessment integrity
European Journal of Engineering Education (2023) · doi:10.1080/03043797.2023.2213169 · v1.0 |
5.0 (gemini-3.1-flash-lite) | — |
| 20110 | Screened Out |
Evaluating Academic Answers Generated Using ChatGPT
Journal of Chemical Education (2023) · doi:10.1021/acs.jchemed.3c00087 · v1.0 |
3.2 (gemini-3.5-flash-lite) | — |
| 20111 | Screened Out |
Artificial Intelligence in Education: A Review
IEEE Access (2020) · doi:10.1109/access.2020.2988510 · v1.0 |
1.3 (gemini-3.5-flash-lite) | — |
| 20112 | Screened Out |
Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education
Computers and Education Artificial Intelligence (2022) · doi:10.1016/j.caeai.2022.100118 · v1.0 |
1.9 (gemini-3.5-flash-lite) | — |
| 20113 | Screened Out |
AI technologies for education: Recent research & future directions
Computers and Education Artificial Intelligence (2021) · doi:10.1016/j.caeai.2021.100025 · v1.0 |
1.9 (gemini-3.5-flash-lite) | — |
| 20114 | Screened Out |
Academic Integrity considerations of AI Large Language Models in the post-pandemic era: ChatGPT and beyond
Journal of University Teaching and Learning Practice (2023) · doi:10.53761/1.20.02.07 · v1.0 |
2.4 (gemini-3.5-flash-lite) | — |
| 20115 | Screened Out |
Test Theory for a New Generation of Tests.
Journal of the Royal Statistical Society Series D (The Statistician) (1994) · doi:10.2307/2348147 · v1.0 |
2.2 (gemini-3.5-flash-lite) | — |
| 20116 | Screened Out |
The Impact of Generative AI on Learning Across Grades
International Conference on Educational and Information Technology (2025) · doi:10.1109/iceit64364.2025.10976022 · v1.0 |
1.5 (gemini-3.5-flash-lite) | — |
| 20117 | Screened Out |
A Framework for Generative AI-Driven Assessment in Higher Education
Preprints.org (2025) · doi:10.20944/preprints202505.0800.v1 · v1.0 |
2.9 (gemini-3.5-flash-lite) | — |
| 20118 | Screened Out |
RETRACTED ARTICLE: The effect of ChatGPT on students’ learning performance, learning perception, and higher-order thinking: insights from a meta-analysis
Humanities and Social Sciences Communications (2025) · doi:10.1057/s41599-025-04787-y · v1.0 |
3.5 (gemini-3.5-flash-lite) | — |
| 20119 | Screened Out |
Generative AI and Academic Integrity in Higher Education: A Systematic Review and Research Agenda
Information (2025) · doi:10.3390/info16040296 · v1.0 |
2.9 (gemini-3.5-flash-lite) | — |
| 20120 | Screened Out |
Generative AI tool use enhances academic achievement in sustainable education through shared metacognition and cognitive offloading among preservice teachers
Scientific Reports (2025) · doi:10.1038/s41598-025-01676-x · v1.0 |
2.1 (gemini-3.5-flash-lite) | — |
| 20121 | In Buffer |
When AI explains in natural language: Unveiling the impact of generative AI explanations on educators’ grading and feedback practices
Education and Information Technologies (2025) · doi:10.1007/s10639-025-13741-z · v1.0 |
5.3 (gemini-3.1-flash-lite) | — |
| 20122 | scored |
The Effect of Generative Artificial Intelligence on Cognitive Thinking Skills in Higher Education Institutions: A Systematic Literature Review
Communications in computer and information science (2024) · doi:10.1007/978-3-031-78255-8_21 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 20123 | In Buffer |
The Impact of Generative Artificial Intelligence on Education: A Comparative Study
European Conference on e-Learning (2024) · doi:10.34190/ecel.23.1.2975 · v1.0 |
4.8 (gemini-3.1-flash-lite) | — |
| 20124 | Screened Out |
Assessment Validity in the Era of Generative AI Tools
arXiv/Crossref (2024) · doi:10.34074/proc.240105 · v1.0 |
2.2 (gemini-3.5-flash-lite) | — |
| 20125 | In Buffer |
Unpacking the Impact of Generative AI Feedback: Divergent Effects on Student Performance and Self-Regulated Learning
arXiv/Crossref (2025) · doi:10.35542/osf.io/tbpn3_v1 · v1.0 |
6.0 (gemini-3.1-flash-lite) |
👍 Approved
useful_method Застосування ШІ погіршувати процес, але не тільки через якість відповіді але і через 1) делегування роботи, яка закладена як засіб набуття компетенції 2) неспіврозмірнсть рівня допомоги (глибини аналізу) поточному контексту навчання. |
| 20126 | scored |
From metacognitive beliefs to strategy selection: does fake performance feedback influence cognitive offloading?
Psychological Research (2020) · doi:10.1007/s00426-020-01435-9 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 20127 | scored |
An integrated model of socially shared regulation of learning: The role of metacognition, affect, and motivation
Educational Psychologist (2024) · doi:10.1080/00461520.2023.2294881 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 20128 | scored |
Just write it down: Similarity in the benefit from cognitive offloading in young and older adults
Memory & Cognition (2023) · doi:10.3758/s13421-023-01413-7 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 20129 | scored |
A shared metacognition-focused instructional design model for online collaborative learning environments
Educational Technology Research and Development (2024) · doi:10.1007/s11423-024-10423-4 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 20130 | scored |
The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion
The Internet and Higher Education (2024) · doi:10.1016/j.iheduc.2024.100978 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 20131 | Screened Out |
Perceived impact of generative AI on assessments: Comparing educator and student perspectives in Australia, Cyprus, and the United States
Computers and Education Artificial Intelligence (2024) · doi:10.1016/j.caeai.2024.100269 · v1.0 |
3.4 (gemini-3.5-flash-lite) | — |
| 20132 | Screened Out |
Developing valid assessments in the era of generative artificial intelligence
Frontiers in Education (2024) · doi:10.3389/feduc.2024.1399377 · v1.0 |
4.1 (gemini-3.5-flash-lite) | — |
| 20133 | scored |
Problem Solvers Adjust Cognitive Offloading Based on Performance Goals
Cognitive Science (2019) · doi:10.1111/cogs.12802 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 20134 | scored |
Variability of teachers’ technology integration in the classroom: A matter of utility!
Computers & Education (2021) · doi:10.1016/j.compedu.2021.104159 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 20135 | scored |
AI Technology panic—is AI Dependence Bad for Mental Health? A Cross-Lagged Panel Model and the Mediating Roles of Motivations for AI Use Among Adolescents
Psychology Research and Behavior Management (2024) · doi:10.2147/prbm.s440889 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 20136 | Screened Out |
The rapid rise of generative AI and its implications for academic integrity: Students’ perceptions and use of chatbots for assistance with assessments
Computers and Education Artificial Intelligence (2024) · doi:10.1016/j.caeai.2024.100273 · v1.0 |
3.4 (gemini-3.5-flash-lite) | — |
| 20137 | In Buffer |
The impact of generative AI on academic integrity of authentic assessments within a higher education context
British Journal of Educational Technology (2025) · doi:10.1111/bjet.13585 · v1.0 |
4.4 (gemini-3.1-flash-lite) | — |
| 20138 | scored |
Cognitive Offloading
Trends in Cognitive Sciences (2016) · doi:10.1016/j.tics.2016.07.002 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 20139 | scored |
Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies
Computers & Education (2024) · doi:10.1016/j.compedu.2024.105224 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 20140 | No Fulltext |
A scoping review on how generative artificial intelligence transforms assessment in higher education
International Journal of Educational Technology in Higher Education (2024) · doi:10.1186/s41239-024-00468-z · v1.0 |
5.4 (gemini-3.5-flash-lite) | — |
| 20141 | Screened Out |
Educator and Student Perspectives on the Impact of Generative AI on Assessments in Higher Education
ACM Conference on Learning @ Scale (L@S) (2023) · doi:10.1145/3573051.3596191 · v1.0 |
3.4 (gemini-3.5-flash-lite) | — |
| 20142 | Screened Out |
Job Market Signaling
The Quarterly Journal of Economics (1973) · doi:10.2307/1882010 · v1.0 |
4.0 (gemini-3.5-flash-lite) | — |
| 20143 | scored |
Causal Inference for Statistics, Social, and Biomedical Sciences
Cambridge University Press eBooks (2015) · doi:10.1017/cbo9781139025751 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 20144 | No Fulltext |
Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning.
American Psychologist (1995) · doi:10.1037/0003-066x.50.9.741 · v1.0 |
5.9 (gemini-3.5-flash-lite) | — |
| 20145 | No Fulltext |
Validating the Interpretations and Uses of Test Scores
Journal of Educational Measurement (2013) · doi:10.1111/jedm.12000 · v1.0 |
5.2 (gemini-3.5-flash-lite) | — |
| 20146 | Screened Out |
Wald X[superscript 2] Test for Differential Item Functioning Detection with Polytomous Items in Multilevel Data
Educational and Psychological Measurement (2024) · doi:10.1177/00131644231181688 · v1.0 |
4.7 (gemini-3.1-flash-lite) | — |
| 20147 | Screened Out |
Measuring Subjective Quality of Life in Autistic Adults with the PROMIS Global--10: Psychometric Study and Development of an Autism-Specific Scoring Method
Autism: The International Journal of Research and Practice (2023) · doi:10.1177/13623613221085364 · v1.0 |
2.8 (gemini-3.1-flash-lite) | — |
| 20148 | No Fulltext |
On the Complex Sources of Differential Item Functioning: A Comparison of Three Methods
Educational and Psychological Measurement (2026) · doi:10.1177/00131644251379802 · v1.0 |
6.0 (gemini-3.1-flash-lite) | — |
| 20149 | No Fulltext |
Fitting the Mixed Rasch Model to the Listening Comprehension Section of the IELTS: Identifying Latent Class Differential Item Functioning
International Journal of Testing (2025) · doi:10.1080/15305058.2024.2414423 · v1.0 |
6.0 (gemini-3.1-flash-lite) | — |
| 20150 | No Fulltext |
A New Stopping Criterion for Rasch Trees Based on the Mantel-Haenszel Effect Size Measure for Differential Item Functioning
Educational and Psychological Measurement (2023) · doi:10.1177/00131644221077135 · v1.0 |
6.0 (gemini-3.1-flash-lite) | — |