Pedagogical perspectives on the relationships between higher education and working life
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In STEM fields, the laboratory-augmentation model demonstrated particular efficacy, with physics and engineering departments reporting a 27% increase in conceptual understanding when AIGC tools were used to generate experimental variations and alternative problem-solving approaches.
“In STEM fields, the laboratory-augmentation model demonstrated particular efficacy, with physics and engineering departments reporting a 27% increase in conceptual understanding when AIGC tools were used to generate experimental variations and alternative problem-solving approaches34.”
From Integrating AI-generated content tools in higher education: a comparative analysis of interdisciplinary learning outcomes (2025) · cites this paper as [34]
The citation lists haven’t been fetched yet
References 92 · Cited by 219
- Authors
- Tynjälä, P., Välimaa, J., & Sarja, A.
- Affiliations
- University of Jyväskylä (FI)
- Corresponding author
- Tynjälä, Päivi
- Venue
- Higher Education
- Published
- 2003-09
- Volume
- 46
- Issue
- 2
- Pages
- 147-166
- ISSN
- 0018-1560 (ISSN-L)
- 1573-174X
- OpenAlex
- W2163268638
- Cited by
- 219
- References
- 92
- Citations by year
- 2026: 1 · 2025: 4 · 2024: 6 · 2023: 6 · 2022: 5 · 2021: 12 · 2020: 9 · 2019: 11 · 2018: 8 · 2017: 3 · 2016: 11 · 2015: 11 · 2014: 20 · 2013: 17 · 2012: 20
- FWCI
- 36.98
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Higher Education (publishedVersion)
- Funders
- Academy of Finland
- Topics
- Social Sciences › Education › Higher Education and Employability
- Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
- Social Sciences › Education › Vocational and Entrepreneurial Education
- Keywords
- pedagogy, work-based learning, theory-practice integration, higher education institutions, higher vocational education, massification of higher education, student learning, expertise development, educational research perspectives
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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