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: 14299 →
Screen: 13408 →
Eligible: 2079 →
Included: 63
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 = 63 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 | 12587 | 2026-10-31 14:22 |
ref — reference lists of read works | 1685 | 2026-10-31 10:22 |
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 | 12587 | 2026-10-06 | 2026-10-31 |
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 | 6704 |
gemini-3.5-flash-lite | 6260 |
— | 510 |
| Analysis model | prompt | Analyses |
|---|---|---|
gemini-3.1-flash-lite | v2.1 | 275 |
gemini-3.6-flash | v2.1 | 117 |
gemini-3.8-flash | v2.1 | 93 |
gemini-3.7-flash | v2.1 | 87 |
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) | 13010 |
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): 11356 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 | 7303 | 2 (too few) | 0 | 0% |
| 2.0–4.0 | 3087 | 0 (too few) | 0 | — |
| 4.0–5.0 | 966 | 2 (too few) | 0 | 0% |
| 5.0–6.0 ✓ | 1127 | 3 | 2 | 67% |
| 6.0–8.0 ✓ | 900 | 23 | 8 | 35% |
| 8.0–10.0 ✓ | 28 | 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)
6.68 / 10
Analyzed papers: 562
Quality Stratification
🟢 High rigor (M ≥ 7.0): 301
🟡 Moderate rigor (4.0 ≤ M < 7.0): 249
🔴 Low rigor (M < 4.0): 12
| Study Design | Paper Count |
|---|---|
psychometric_modeling | 222 |
other | 40 |
theoretical | 25 |
rct | 13 |
assessment_design | 146 |
natural_experiment | 4 |
quasi_experiment | 49 |
detector_evaluation | 36 |
review | 12 |
survey | 5 |
experimental | 1 |
qualitative | 9 |
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=299, 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 (98)
#Psychometrics (52)
#academic integrity (41)
#Item Response Theory (40)
#item response theory (35)
#assessment validity (29)
#higher education (29)
#Assessment Validity (28)
#construct validity (25)
#Automated Essay Scoring (24)
#IRT (24)
#Generative AI (22)
#automated essay scoring (21)
#Construct Validity (20)
#generative AI (18)
#LLM as rater (17)
#assessment_design (16)
#Academic Integrity (15)
#Automated Scoring (15)
#Higher Education (15)
#Large Language Models (14)
#LLM Evaluation (13)
#assessment design (13)
#assessment redesign (13)
#automated assessment (13)
#validity (13)
#automated scoring (12)
#large language models (12)
#AI-resilient assessment (11)
#LLM as Rater (11)
#academic_integrity (11)
#assessment-validity (11)
#assessment_validity (11)
#benchmarking (11)
#ChatGPT (10)
#GPT-4 (10)
#LLM-as-a-judge (10)
#LLMs as raters (10)
#Prompt Engineering (10)
#differential item functioning (10)
#item_response_theory (10)
#DIF (9)
#Inter-Rater Reliability (9)
#LLM evaluation (9)
#LLMs as Test Takers (9)
#concept drift (9)
#prompt engineering (9)
#rater drift (9)
#AI-resistant assessment (8)
#Assessment Design (8)
#Assessment Redesign (8)
#Knowledge Tracing (8)
#computerized adaptive testing (8)
#construct_validity (8)
#AI-Resilient Assessment (7)
#Automated Item Generation (7)
#Computer Science Education (7)
#Computerized Adaptive Testing (7)
#Differential Item Functioning (7)
#Validity (7)
| # | Status / Stage | Paper | LLM Score | Expert Review |
|---|---|---|---|---|
| 201 | scored |
Cohort-AI: A multi-instance learning approach for improved stability and reliability in AI-assisted embryo selection
Heliyon (2026) · doi:10.1016/j.heliyon.2026.e45457 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 202 | scored |
Detection Patterns of Breast Cancer Recurrence and Contralateral New Primaries in a Large Integrated Health System
Journal of the National Comprehensive Cancer Network (2026) · doi:10.6004/jnccn.2026.7044 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 203 | scored |
AN ADAPTIVE EXPLAINABLE AI FRAMEWORK FOR REAL-TIME FAULT PREDICTION AND INTELLIGENT DECISION-MAKING IN SMART ENGINEERING SYSTEMS
Acta Innovations (2026) · doi:10.62441/actainnovations.v63i.2072 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 204 | Not Article |
Artificial Intelligence in Education Writing Assistance, Tutoring, Creativity, and Ethical Concerns
IGI Global eBooks (2026) · doi:10.4018/979-8-3693-5638-8.ch031 · v1.0 |
- | — |
| 205 | scored |
AI-Assisted Spanish Learning and Student Engagement in Multilingual Slovak University Classrooms
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.20756432 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 206 | Not Article |
Library-AI Handshake Model
IGI Global eBooks (2026) · doi:10.4018/979-8-3693-5638-8.ch032 · v1.0 |
- | — |
| 207 | scored |
Artificial Intelligence (AI) Usage in an Undergraduate Chemical Engineering Course: Strengths, Pitfalls, and Future Insights
Systems and Control Transactions (2026) · doi:10.69997/sct.106413 · v1.0 |
5.6 (gemini-3.5-flash-lite) | — |
| 208 | Not Article |
AI in Education
IGI Global eBooks (2026) · doi:10.4018/979-8-3693-5638-8.ch162 · v1.0 |
- | — |
| 209 | scored |
The Use of AI Tools in Writing Research Proposals: Perceptions, Practices, and Academic Implications Among Students
American Journal of Education and Technology (2026) · doi:10.54536/ajet.v5i2.7319 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 210 | Not Article |
Supplementary material from "Interaction range of common goods shapes Black Queen dynamics beyond the cheater–cooperator narrative"
Figshare (2026) · doi:10.6084/m9.figshare.c.8547228 · v1.0 |
- | — |
| 211 | scored |
ACADEMIC DISHONESTY IN FINLAND: RELIGIOUS AND DEMOGRAPHIC DIFFERENCES
Global Journal of Business Disciplines (2026) · doi:10.47177/dj25xe10 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 212 | scored |
A dynamic geofencing and dwell-time validation system for secure attendance tracking in higher education: methodological proposal
Computer Science and Information Technologies (2026) · doi:10.11591/csit.v7i2.p159-166 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 213 | Screened Out |
The SHIELD Framework: Designing AI-Resilient and Human-Centered Assessment in the Age of Generative Artificial Intelligence
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.20756785 · v1.0 |
3.9 (gemini-3.5-flash-lite) | — |
| 214 | scored |
Leveraging ChatGPT to Enhance Student Engagement and Motivation in English Language Classrooms: A Qualitative Study in Hyderabad Higher Education Contexts
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.20756754 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 215 | scored |
A heutagogical-andragogical model for AI challenges in teacher education
Frontiers in Education (2026) · doi:10.3389/feduc.2026.1812212 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 216 | scored |
The Psychological Impact of AI Tools in Education for Students
International Journal of Drug Delivery Technology (2026) · doi:10.25258/ijddt.16.56s.71 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 217 | scored |
Cost-free charity facilitates dishonesty in a dice-rolling experiment
Scientific Reports (2026) · doi:10.1038/s41598-026-56788-9 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 218 | scored |
Rethinking the meaning of master’s and doctoral credentials in Philippine teacher education
Journal of Teacher Development and Education (2026) · doi:10.29329/journalted.77 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 219 | Screened Out |
Beyond Constructive vs. Disruptive: An Empirical Typology of Student Engagement with Generative AI, Challenging Binary Constructs in Academic Integrity
Journal of Information & Knowledge Management (2026) · doi:10.1142/s0219649226500425 · v1.0 |
3.6 (gemini-3.1-flash-lite) | — |
| 220 | Screened Out |
Exploring EFL students’ perspectives on ChatGPT-assisted autonomous practices in enhancing self-directed learning at Palestinian Universities
Cogent Education (2026) · doi:10.1080/2331186x.2026.2689737 · v1.0 |
1.9 (gemini-3.1-flash-lite) | — |
| 221 | scored |
MEMBANGUN KESADARAN ETIS DENGAN BERKATA JUJUR PADA SISWA SMA SEKOLAH X
Didaktik Jurnal Ilmiah PGSD STKIP Subang (2026) · doi:10.36989/didaktik.v12i02.14879 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 222 | Screened Out |
Dinamika Psikososial Pemanfaatan Teknologi Informasi dan Kecerdasan Buatan dalam Pembelajaran Mahasiswa
Didaktik Jurnal Ilmiah PGSD STKIP Subang (2026) · doi:10.36989/didaktik.v12i02.14833 · v1.0 |
1.7 (gemini-3.1-flash-lite) | — |
| 223 | Screened Out |
EMBEDDING AI LITERACY WITHIN DISCIPLINARY CURRICULUM THROUGH STRUCTURED ASSIGNMENT DESIGN
Education and New Developments 2022 – Volume I (2026) · doi:10.36315/2026v2end136 · v1.0 |
3.1 (gemini-3.1-flash-lite) | — |
| 224 | Screened Out |
REIMAGINING ASSESSMENT: AI-DRIVEN STRATEG
Education and New Developments 2022 – Volume I (2026) · doi:10.36315/2026v2end002 · v1.0 |
2.8 (gemini-3.1-flash-lite) | — |
| 225 | Screened Out |
Enhancing Undergraduate Essay Writing through AI-Assisted Instruction: Evidence from a Quasi-Experimental Study
Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research (2026) · doi:10.2991/978-2-38476-581-2_23 · v1.0 |
3.0 (gemini-3.1-flash-lite) | — |
| 226 | Screened Out |
Belief in AI Sufficiency (Study 3)
arXiv/Crossref (2026) · doi:10.17605/osf.io/pcvwx · v1.0 |
4.9 (gemini-3.1-flash-lite) | — |
| 227 | scored |
Investigating the Information Contours of Discourse
arXiv/Crossref (2026) · doi:10.3929/ethz-c-000800815 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 228 | scored |
Astrological Counseling: An Urgent Call for Cross-Disciplinary Research into its Psychosocial Role
D Y Patil Journal of Health Sciences (2026) · doi:10.4103/dypj.dypj_92_25 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 229 | Screened Out |
Artificial Intelligence in Sustainable Higher Education: A Systematic Review, Gap Analysis, and Future Research Agenda
International Journal of Humanities Science Innovations and Management Studies (2026) · doi:10.64137/30508509/ijhsims-v3i3p102 · v1.0 |
2.3 (gemini-3.1-flash-lite) | — |
| 230 | Screened Out |
Beyond Artificial Intelligence Literacy: Conceptualising Digital Immunity against Hallucination Risks in Education
International Journal of Research and Innovation in Social Science (2026) · doi:10.47772/ijriss.2026.100500039 · v1.0 |
1.4 (gemini-3.1-flash-lite) | — |
| 231 | scored |
Beyond Agreement Metrics: An IRT-Informed Psychometric Analysis of LLM-Based Automated Essay Scoring
International Conference on Computer Supported Education (2026) · doi:10.5220/0014982500004021 · v1.0 |
0.0 (Flash Lite) | — |
| 232 | scored |
Toward Conceptual Clarity in AI Attachment Research: Insights from an Independent Psychometric Reanalysis of the Artificial Intelligence Attachment Scale (AIAS)
SSRN Electronic Journal (2026) · doi:10.2139/ssrn.6788786 · v1.0 |
0.0 (Flash Lite) | — |
| 233 | No Fulltext |
Personalizing STEM Learning at Scale: An Adaptive AI Tutoring Suite with Student Modeling, Curriculum Sequencing, and Explainable Formative Feedback
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.20249280 · v1.0 |
6.4 (gemini-3.1-flash-lite) | — |
| 234 | Screened Out |
AUTOMATED DIAGNOSTIC SYSTEM FOR ASSESSING THE COGNITIVE QUALITIES OF TRANSPORT PERSONNEL: THEORETICAL FOUNDATIONS AND ALGORITHMIC IMPLEMENTATION
EKONOMIKA I UPRAVLENIE PROBLEMY RESHENIYA (2026) · doi:10.36871/ek.up.p.r.2026.05.03.003 · v1.0 |
2.4 (gemini-3.1-flash-lite) | — |
| 235 | Screened Out |
Determinants of Generative AI Adoption in Teacher Education: A TTF–TPB Model Tested with PLS-SEM
Journal of Educational Technology Development and Exchange (2026) · doi:10.18785/jetde.1902.05 · v1.0 |
2.1 (gemini-3.1-flash-lite) | — |
| 236 | scored |
FQ-Ada-γ Knowledge Tracing Model for Adaptive Intelligent Tutoring Systems in Secondary Mathematics Education
Open Journal of Applied Sciences (2026) · doi:10.4236/ojapps.2026.165090 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 237 | scored |
Beyond Usefulness: Credibility as the Driver of Consumer Trust and Satisfaction in AI Chatbot Interactions—Evidence from Moroccan E-Commerce
International Journal of Research and Innovation in Applied Science (2026) · doi:10.51584/ijrias.2026.110400121 · v1.0 |
0.0 (gemini-3.1-flash-lite) | — |
| 238 | scored |
Rabbit production research in Southeast Asia: a bibliometric and systematic mapping review
World Rabbit Science (2026) · doi:10.4995/wrs.2026.25632 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 239 | scored |
A comprehensive literature review on flying insect surveys: from traditional methods to molecular tools, sensor-based solutions, and AI-powered analysis
Heliyon (2026) · doi:10.1016/j.heliyon.2026.e45496 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 240 | scored |
Pemanfaatan Artificial Intelligence dalam Meningkatkan Literasi Anak Usia Dini di Era Digital
ASPIRASI Publikasi Hasil Pengabdian dan Kegiatan Masyarakat (2026) · doi:10.61132/aspirasi.v4i5.2996 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 241 | scored |
Artificial Intelligence-Driven Audit Technology and Auditor Performance: Evidence from Listed Deposit Money Banks in Nigeria
JOURNAL OF ACCOUNTING AND FINANCIAL MANAGEMENT (2026) · doi:10.56201/jafm.vol.12.no1.2026.pg122.138 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 242 | scored |
Язык образовательных инноваций как «праксема»: семиотика трансформаций городской среды в концепциях «город-университет»
ΠΡΑΞΗMΑ Journal of Visual Semiotics (2026) · doi:10.23951/2312-7899-2026-3-9-31 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 243 | scored |
Assessing Cognitive Load via Physiological Analysis in Nursing Training Using Extended Reality
IISE Annual Conference & Expo (2026) · doi:10.21872/annual2025_6519 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 244 | scored |
An Integrated Computer Vision and Machine Learning Framework for Sorghum Disease Severity Assessment and Yield Prediction
International Journal of Emerging Technologies and Innovative Research (2026) · doi:10.5281/zenodo.23054047 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 245 | scored |
Model and tools for content generation and publication based on large language models
Informatyka Automatyka Pomiary w Gospodarce i Ochronie Środowiska (2026) · doi:10.35784/iapgos.8512 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 246 | Screened Out |
Arthur: An Artificial Intelligence Powered Teaching Assistant System for Engineering Economics Class
IISE Annual Conference & Expo (2026) · doi:10.21872/annual2025_6515 · v1.0 |
4.4 (gemini-3.5-flash-lite) | — |
| 247 | scored |
AI-enabled and comparator digital interventions for adolescent mental health (2020–2025): early detection, human–AI collaboration, and ethical governance—a PRISMA-ScR scoping review
Frontiers in Child and Adolescent Psychiatry (2026) · doi:10.3389/frcha.2026.1905782 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 248 | scored |
Technology-Enhanced and AI-Assisted Mathematics Teaching: Examining Filipino Teachers’ Level of Adaptation and Pedagogical Outcomes in Thailand
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS (2026) · doi:10.47191/ijmra/v9-i9-40 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 249 | scored |
Perceive Effect of Integrating ChatGpt in Learning Sciences Among Secondary School Students in Kaduna North, Kaduna State, Nigeria
Federal University Gusau Faculty of Education Journal (2026) · doi:10.64348/zije.2026575 · v1.0 |
0.0 (gemini-3.5-flash-lite) | — |
| 250 | Not Article |
De-actorhood and the Redistribution of Actorhood: Documentary Dataset and Codebook from the Ex-GKN Factory Struggle, 2018–2026
Zenodo (CERN European Organization for Nuclear Research) (2026) · doi:10.5281/zenodo.23069787 · v1.0 |
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