The DOI matches its Crossref record; 22 of the 22 references it cites were found in a registry or an index.
The opportunities and challenges of ChatGPT in education
Abstract
The launch of OpenAI ChatGPT's language-generation model has raised alarms within many sectors, especially the academic sector. Several academicians have urged universities to develop new forms of assessment after the launch of ChatGPT, which solves academic questions in less than a few minutes. Academic cheating is not a new phenomenon, and the use of AI-generated text to cheat on assignments is a new type of cheating that poses unique challenges. This study used the Latent Dirichlet Allocation (LDA) method for topic modeling and the Valence Aware Dictionary for Sentiment Reasoning (VADER) method for sentiment analysis. After data preprocessing, 3870 tweets were still available out of the originally 10,000 tweets that were extracted for the study. The VADER sentiment analysis results revealed that 2013 tweets were categorized as “positive,” with the remaining 804 and 1053 tweets categorized as “negative” and “neutral.” The analysis's findings indicate that the majority of people have favorable things to say about ChatGPT. As a result, educational institutions can mitigate the disruptive effects of this technology and promote academic integrity by developing clear policies and guidelines and designing assessments that include limited AI-generated text.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
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 the citing paper
“Faculty, students, and institutions all face uncertainty and anxiety surrounding the role of GenAI in teaching and learning, as it is uncertain to what extent they should embrace or restrict the use of GenAI in educational contexts [2].”
From Understanding the Practices, Perceptions, and (Dis)Trust of Generative AI among Instructors: A Mixed-methods Study in the U.S. Higher Education (2025) · cites this paper as [2]
In the citing paper
“Fifty-four percent of the reviewed articles highlighted that the emergence of GenAI presented a significant challenge to student academic integrity (Adeshola & Adepoju, 2023; Alexander et al., 2023; Chaudhry et al., 2023; Chan, 2023; Dai et al., 2023; Elsayed, 2023; Geerling et al., 2023; Kang, 2023; Nikolic et al., 2023; Ouh et al., 2023; Overono & Ditta, 2023; Perkins, 2023; Smolansky et al., 2”
From A Scoping Review on How Generative Artificial Intelligence Transforms Assessment in Higher Education (2024) · cites this paper as Adeshola & Adepoju, 2023
Citations
Cites
Users of the world, unite! The challenges and opportunities of Social Media
Kaplan, A. M., & Haenlein, M. (2010) · Business Horizons · doi:10.1016/j.bushor.2009.09.003 · Cited by 17,875 · cited 1×
“When social media was fi rst introduced, it was described as “ a series of internet-based applications that build on the theoretical and technological foundations of Web 2.0 and that enable the creation and exchange of user-generated content ” (Kaplan & Haenlein, 2010).”
InfluentialKaplan, A., & Haenlein, M. (2019) · Business Horizons · doi:10.1016/j.bushor.2018.08.004 · Cited by 3,140
Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic
Bozkurt, A., & Sharma, R. C. (2020) · Zenodo · doi:10.5281/zenodo.3778082 · Cited by 1,668
Cyberbullying: An Exploratory Analysis of Factors Related to Offending and Victimization
Hinduja, S., & Patchin, J. W. (2008) · Deviant Behavior · doi:10.1080/01639620701457816 · Cited by 1,497
Pavlik, J. V. (2023) · Journalism & Mass Communication Educator · doi:10.1177/10776958221149577 · Cited by 972 · cited 1×
“5 to write essays and other assignments (Pavlik, 2023; Susnjak, 2022).”
ChatGPT User Experience: Implications for Education
Zhai, X. (2023) · doi:10.2139/ssrn.4312418 · Cited by 935 · cited 2×
“Using arti fi cial intelligence (AI) in education presents a number of di ffi culties in terms of student participation (Zhai, 2022).”
Machines as teammates: A research agenda on AI in team collaboration
Seeber, I., Bittner, E., Briggs, R. O., de Vreede, T., de Vreede, G.-J., Elkins, A., Maier, R., Merz, A. B., Oeste-Reiß, S., Randrup, N., et al. (2020) · Information & Management · doi:10.1016/j.im.2019.103174 · Cited by 835
Digital competence in higher education research: a systematic literature review
Zhao, Y., Pinto Llorente, A. M., & Sánchez Gómez, M. C. (2021) · Computers & Education · doi:10.1016/j.compedu.2021.104212 · Cited by 653
Digital competencies: A review of the literature and applications in the workplace
Oberländer, M., Beinicke, A., & Bipp, T. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.103752 · Cited by 524
OpenAI ChatGPT Generated Literature Review: Digital Twin in Healthcare
Aydın, Ö., & Karaarslan, E. (2022) · doi:10.2139/ssrn.4308687 · Cited by 391
Research works printed but not linked: 2
- Bennett T. (2023). This program can tell if ChatGPT did your homework. Australian Financial Review. Retrieved January 14 2023 from https://www.afr.com/technology/cheaters-beware-this-program-can-tell-if-chatgpt-did-your-homework-20230110-p5cbl1
- Susnjak T. (2022). ChatGPT: The end of online exam integrity? arXiv preprint arXiv:2212.09292. · arXiv
Cited by
Sorted by citations
Items 401–500 of 519
The Application and Effectiveness Evaluation of ChatGPT in English Teaching
Hou, M., Zhang, Z., Chen, X., & Lin, B. (2025) · IEEE International Conference on Electronics, Energy Systems and Power Engineering (EESPE) · doi:10.1109/eespe63401.2025.10986788
Student Experience with AI-Assisted Situational Analysis in Construction Management
Daggubati, S. C. (2025) · Springer eBooks · doi:10.1007/978-981-96-6001-8_5
Sofa, N. A., Kunaepi, A., & Nasikhin, N. (2024) · Edukasi Jurnal Pendidikan dan Pengajaran · doi:10.19109/6cdck053
Lin, C., Chen, C.-Y., Wu, P.-L., Chen, C., & Lai, C.-H. (2025) · Taiwan Journal of Ophthalmology · doi:10.4103/tjo.tjo-d-24-00164
“[11,13,14] Thus, the primary objective of this study is to evaluate the efficacy of GPT-4o and GPT -4 in answering ophthalmology-related questions from Taiwan’s NMLE over the past decade.”
Written by Human or ChatGPT - Authorship Forensics in the Era of Generative AI
Schmidt, R., Fredin, G., Haghighat, K., Kuo, R., & Chang, M. (2025) · International Conference on Information and Education Technology (ICIET) · doi:10.1109/iciet66371.2025.11046323
Elyacoubi, H., Moukhliss, G., Ouchaouka, L., & Saqri, N. (2025) · Lecture notes on data engineering and communications technologies · doi:10.1007/978-3-031-98476-1_16
Does Human Still Have a Place in the Age of AI
Jmour, A. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-6018-8.ch011
刘, 骞. (2025) · Advances in Education · doi:10.12677/ae.2025.1571377
Regulating Artificial Intelligence for Social Impact
Lytras, M. D., & Șerban, A. C. (2025) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-83708-432-620251001
AI Act: A Quanti-qualitative Analysis
Martino, D. D., di Padova, M., Dicataldo, M. C., & Dipace, A. (2025) · Communications in computer and information science · doi:10.1007/978-3-031-93999-0_12
Generative AI as a Tool for Effective Problem Generation in Engineering
Das, R. P., Moratti, T., Gasper, S., & Morkos, B. W. (2025) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--56639
Saddia, A., Yanti, M., & Qudratuddarsi, H. (2025) · COMPTON Jurnal Ilmiah Pendidikan Fisika · doi:10.30738/cjipf.v12i1.19852
Krzemińska, N., & Długosz, M. M. (2025) · Annals of Computer Science and Information Systems · doi:10.15439/2025f3464
Exploring the Potential of AI-Driven Chatbots With a Focus on SkyTutor in Aviation English
Dinçer, N., & Çetinok, M. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-7574-8.ch009
A case study on the effect of the Big Language Model on language learning for children with dyslexia
Zhang, H. (2025) · International Conference on Digital Society and Artificial Intelligence (DSAI) · doi:10.1145/3748825.3748864
“Cislaru et al. [10] (2024) found through a writing task experiment that, compared with normal children, in the process of language output, children with dyslexia do not use complete sentences as processing units, but rely more on shorter language block structures, showing a trend of limited…”
Bridging Theory and Simulation: Using ChatGPT for Computational Thinking Scale Replication Study
Cai, Y., Goh, T., Zou, W., Liu, M., & Yang, B. X. (2025) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2025.2578402
“Moreover, this approach offers potential applications in disciplines where the focus is on advancing theoretical understanding, and empirical validation is hindered by practical or resource constraints (Adeshola & Adepoju, 2024).”
Evaluating Generative AI and Human Performance in Question-Answer Validation Tasks
Opaiţ, E.-E., Duca, A., & Olariu, M.-E. (2025) · Procedia Computer Science · doi:10.1016/j.procs.2025.09.522
Human: The Final Decision-Maker in the Technological Era
Fung, K. C., Cheung, K. Y., & Lai, C. Y. (2025) · Signals and communication technology · doi:10.1007/978-3-031-96855-6_9
Yaseen, A. T. (2025) · Lecture notes in networks and systems · doi:10.1007/978-3-032-09562-6_32
An experimental evaluation of an AI-powered interactive learning platform
Heldreth, C. M., Akrong, D., Vardoulakis, L., Miller, N. E., Haramaty, Y., Belinsky, L., Hackmon, L., Tapia, A. O., Tootill, L., & Siebert, S. (2026) · Frontiers in Artificial Intelligence · doi:10.3389/frai.2026.1783117 · Cited by 1
“…push toward digital equity and literacy over the years, there has been an increased interest in education technologies (particularly chat-based tools like ChatGPT 1 and Gemini 2 ) (Zhai et al., 2021; Zhang and Aslan, 2021; Adeshola and Adepoju, 2024; Memarian and Doleck, 2023; Li et al., 2025).”
GENERATIVE ARTIFICIAL INTELLIGENCE: LEGAL CHALLENGES REGARDING COPYRIGHT IN THE USE OF CHATBOTS
Machado, J. D. S., Holanda, F. S. R., Neto, V. R. P., & Menezes, A. C. (2025) · Revista Foco · doi:10.54751/revistafoco.v18n11-292
Generative Artificial Intelligence for Online Education Systems
Dutta, M., & Goyal, V. K. (2025) · Wiley eBooks · doi:10.1002/9781394302666.ch14
Kituku, B., Araka, E., & Maina, E. M. (2025) · International Conference on Information and Communication Technology for Development for Africa (ICT4DA) · doi:10.1109/ict4da67218.2025.11282535
Mapping ChatGPT trends in educational evaluation: A bibliometric analysis to support SDGs 4
Amiruddin, M. Z. B., Misbah, M., Umar, F., Komariyah, L., Siskawati, E., Suliyanah, S., & Rahman, N. F. A. (2025) · E3S Web of Conferences · doi:10.1051/e3sconf/202564002006
Chen, Y.-C., Chu, H.-C., & Chueh, C.-Y. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5526737
How Generative AI and ChatGPT Are Transforming Industries
Jhanji, H., & Kumar, P. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-0877-7.ch006
Redefining the Role of Educators in GenAI-Supported Classrooms
MERZİFONLUOĞLU, A. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-1195-1.ch010 · Cited by 1
Exploring the Role of Data Science in Mental Health Assessment via Digital Platforms
Sai, V. C. (2025) · International Conference on Innovative Data Communication Technologies and Application (ICIDCA) · doi:10.1109/icidca66325.2025.11280412
“Furthermore, NLP techniques could also be applied and cause an automated generation of a therapy recommendation or find out the need to consult a professional - which in turn will enhance the quality of mental health care [7].”
Troussas, C., Krouska, A., Phivos Mylonas, B., & Sgouropoulou, C. (2025) · International Workshop on Semantic and Social Media Adaptation and Personalization (SMAP) · doi:10.1109/smap66932.2025.00025
Large Language Model Approaches to Educational Video Generation Using Manim
Silva, R. S. R., Lotfi, A., Ihianle, I. K., Shahtahmassebi, G., & Bird, J. J. (2026) · Advances in intelligent systems and computing · doi:10.1007/978-3-032-07938-1_26
AI Application Impact on Higher Education Institutions in Poland
Chmielarz, W. S., Sołtysik-Piorunkiewicz, A., & Kossowska-Lai, M. (2026) · Lecture notes in networks and systems · doi:10.1007/978-3-032-13869-9_26
How Helpful is AI, Really? Quantifying the Impact of Various Platforms on Student Exam Outcomes
Oikonomou, A. V., & Savvas, I. Κ. (2025) · Telecommunications Forum (TELFOR) · doi:10.1109/telfor67910.2025.11314381
“Its capabilities in natural language processing and data analysis position it as a powerful tool for personalized learning and problem-solving [12], [18]–[31].”
Integrating AI tools into engineering education: Jordanian Universities’ case study
Alzaben, H., Alamad, R., Mattar, K. M., & Alhabahba, A. A. (2026) · International Journal of Mechanical Engineering Education · doi:10.1177/03064190251410482
Reimagining Work and Leadership in the Age of AI
S, G. N., C, R. S. K., & Praveen Kumar, P. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-4377-8.ch010
Teaching Climate Change through the Lens of Generative AI
Mamadiyarov, Z. T., Artiqova, O., Eshchanov, T., & Ahmad, M. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-9074-1.ch007
Chatbots in Multivariable Calculus Exams: Innovative Tool or Academic Risk?
Navas, G., Proaño, J., Orizondo, R., Navas-Reascos, G. E., & Navas-Reascos, G. (2026) · Education Sciences · doi:10.3390/educsci16010160
“In the digital era, higher education faces several challenges in designing and evaluating assessments that are efficient, scalable, and aligned with students’ learning needs Adeshola and Adepoju (2023).”
Designing an AI Supported Teaching Module With STEM Approach for Science Education
Kadıoğlu, N., Sayın, İ., & Oskay, Ö. Ö. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-3000-6.ch010
Questioning the machine: Education, thinking, writing, and large language models
Kouppanou, A. (2026) · Educational Philosophy and Theory · doi:10.1080/00131857.2025.2610999
“LLM-assisted writing can, of course, offer personalized suggestions, feedback, and strategies (Adeshola & Adepoju, 2024; sreen & Majid, 2024).”
Li, C., & Fan, X. (2025) · International Conference on Software, Systems and Information Technology (SSITCON) · doi:10.1109/ssitcon66133.2025.11342111
“Finally, a knowledge network covering over 50,000 entities and 120,000 relations is formed, whose strict ontological constraint system ensures the logical consistency of disciplinary concepts [15].”
GenAI in Higher Education: A Review of Student Adoption and A Future Research Agenda
Truong, N. A. K., Huynh-Thanh, T., Huynh, N. D. K., Dang, T. K., Nguyen, T. H., Nguyen, T. P. L., & Phan, N. T. P. (2025) · International Conference on Advanced Computing and Analytics (ACOMPA) · doi:10.1109/acompa69200.2025.00019
“While these tools offer immense potential to personalize the learning experience [2], a prevailing consensus suggests that a managed integration guided by ethical frameworks is essential to harness benefits while mitigating significant risks related to academic integrity and critical thinking [3].”
Wang, Z., & Li, W. (2025) · International Conference on Educational Technology (ICET) · doi:10.1109/icet67421.2025.11380699
“Artificial intelligence technology, represented by ChatGPT and DeepSeek, bring some new opportunities and challenges to the digital and intelligent transformation of research-based teaching[4].”
Benny, & Ying, Y. (2025) · International Conference on Education Technology and Computer · doi:10.1109/icetc66579.2025.11387585
“The emergence of ChatGPT has significantly impacted educational practices, presenting both opportunities and challenges [11][14].”
How Has ChatGPT Been Positioned as a Threat to Academic Integrity? A Scoping Review
Liu, Q., Gladman, T., Gallagher, S., & Hu, A. (2026) · Springer eBooks · doi:10.1007/978-981-95-1875-3_3 · Cited by 2
Student Perceptions of AI-Assisted Institutional Emails
Huynh, M. K., Tran-Pham, T. A., & Nguyễn, H. K. (2026) · Business and Professional Communication Quarterly · doi:10.1177/23294906261418213
Erat, L., & DEMİRER, M. C. (2026) · Kent Akademisi · doi:10.35674/kent.1759678
AI language models in an educational context: an analysis of communication strategies
Radomska, L., & Sulima, Y. O. (2025) · Teaching languages at higher institutions · doi:10.26565/2073-4379-2025-47-08
Jeong, D.-K., & Kwon, Y.-J. (2026) · The American Biology Teacher · doi:10.1525/abt.2026.88.3.167
Phan, B. H. V., Tong, H. A., Tran, D. Q., & Nguyen, T. V. (2026) · Education and Information Technologies · doi:10.1007/s10639-026-13955-9 · Cited by 1
“Thanks to its intuitive interface and free access, ChatGPT has quickly become a prevalent tool among educators and learners world - wide (Adeshola & Adepoju, 2024 ; Monib et al., 2025).”
From Struggle to Success: Context-Aware Guidance for Screen Reader Users in Computer Use
Chen, N., Lu, J., Wang, Z., Qiu, L. K., Chen, S., & Yang, Y. (2026) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3772318.3790661 · Cited by 3
“In contemporary society, access to computers and digital services underpins opportunities in education, employment, and social participation [1, 7, 81, 111], yet achieving universal access remains a persistent challenge for inclusive interactive systems [12, 108].”
Wei, Y., Wang, F., Zhang, Y., Lim, B. Y., & Jiang, B. (2026) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3772318.3791230
“Phtforms suchas Khan Academy [] Knewton[111],and Dualing[27,92]adopt multidimensional RT and short-cyele diagnostic to maniior pragres.”
Challenges of secondary mathematics pre-service teachers in using ChatGPT in mathematics learning
Dangculos, J. M. M., Sosas, M. R. D., Aleguen, J. M., & Kintanar, F. C. (2026) · Contemporary Mathematics and Science Education · doi:10.30935/conmaths/18444
“Despite the growing body of research highlighting ChatGPT ’ s potential benefits and risks in education (Adeshola & Adepoju, 2024), existing studies primarily focus on general student populations, writing-related tasks (Imran & Almusharraf, 2023), or broad perceptions of AI use (Shoufan, 2023),…”
Xue, Q., Zhang, W., & Qiao, S. (2025) · doi:10.1145/3797552.3797614
“First, ChatGPT provides dynamic, context-sensitive support that spans the complete PBL process—from initial inquiry to final presentation—creating an integrated support system that transcends the limitations of conventional tools [ 8 ] [ 9 ] .”
Al‐Romeedy, B. S., Hussein, H. S., & Emam, M. E. (2026) · IGI Global eBooks · doi:10.4018/979-8-3373-7102-3.ch001 · Cited by 1
The impact of ChatGPT on improving Iranian EFL learners’ narrative writing
Saeedi, M., & Baleghizadeh, S. (2026) · Journal of Second Language Studies · doi:10.1075/jsls.00062.sae
Wang, L., & Deng, P. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1728820
“With the increasing application of GenAI into education, numerous studies have explored its potential applications, roles, benefits, opportunities, challenges, limitations, implications, and future directions (Adeshola and Adepoju, 2023; Cheng, 2023).”
Keane, T., Wang, T., & Cerovac, M. (2026) · Springer eBooks · doi:10.1007/978-3-032-12174-5_27
A systematic review of human-LLM interactions in computational thinking empirical studies
Zhang, Y., Song, Y., Precup, D., Rabbany, R., & Cutumisu, M. (2026) · Computer Science Education · doi:10.1080/08993408.2026.2665177
Khalek, E. A., Macias, J., & Shabtai, I. A. (2026) · AI · doi:10.3390/ai7060189 · Cited by 1
Formative Assessment and Writing Anxiety
Shi, J., & Miao, C. (2026) · International Journal of Computer-Assisted Language Learning and Teaching · doi:10.4018/ijcallt.411198
The Role of Trust in the Educational Integration of Social Robots and Artificial Intelligence
Cirasa, C., Høgsdal, H., & Conti, D. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-6471-1.ch015
Raimi, L. (2026) · International Journal of Sociology and Social Policy · doi:10.1108/ijssp-01-2026-0057 · Cited by 1
Δαρδανού, Μ., Misirli, A., Hatzigianni, M., & Komis, V. (2026) · Sustainable development goals series · doi:10.1007/978-3-032-22167-4_18
Thuy, L. T., Oanh, T. T. H., Thảo, N. T. T., Thoi, D. V., Tuyet, L. T. A., Chi, N. H. V., Giang, N. H., Ny, N. T. A., & Trang, T. T. T. (2026) · The Asia Pacific Scholar · doi:10.29060/taps.2026-11-3/oa3767
Large language models in software development learning
Hernández, S. C., Cruz, M. P. T., Sánchez, J. M. E., Luna-Gómez, A. A., Orozco, A. M. P., & Medina, R. H. (2026) · Discover Education · doi:10.1007/s44217-026-01750-0
“ChatGPT in education within the scientific literature stands out as a disruptive element since its emergence due to the advancements and new capabilities added in each version [2, 74, 111, 129, 136].”
Exploring college educators’ behavioral intentions towards ChatGPT: a UTAUT2 framework analysis
Assali, M. A., & O’Sullivan, K. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1824013
Jiang, Y., & Wang, C. (2026) · Journal of Computer Assisted Learning · doi:10.1002/jcal.70277
Virtue-Based Thai Folktale Recommendation with Ensemble LLMs
Daeng-am, W., Anuntachai, A., & Netisopakul, P. (2026) · doi:10.1145/3816713.3818217
Jin, P. (2026) · Cognitive Processing · doi:10.1007/s10339-026-01353-5
“While these tools offer powerful support for idea generation and content refinement (Adeshola and Adepoju 2023), their integration Empirical evidence suggests that generative AI can enhance creative self-efficacy by enabling successful human–AI co-creation and rapid ideation (Bousch et al. 2024 ;…”
Lin, M., & Hung, C.-C. (2026) · International Conference on Information and Education Technology (ICIET) · doi:10.1109/iciet69664.2026.11561693
“This affordance supports short-term engagement and idea development, which can contribute to LMA, particularly during later stages of project work [16].”
Santana, L., & Santos, G. N. D. (2026) · Revista de Ciência da Computação · doi:10.22481/recic.v8i1.19613
“2) Inteligˆencia Artificial na Educac¸˜ao: Em relac¸ ˜ ao ao uso do ChatGPT na educac¸˜ao, [26], exp˜oem os desafios que surgiram desde que a ferramenta comec¸ou a ser amplamente utilizada por estudantes.”
Rodrigues, L., Lobo, J., Souza, E., Fortes, G., Marques, L. B., Snow, C. E., Bittencourt, I. I., Isotani, M., Isotani, S., & Mello, R. F. (2026) · Communications in computer and information science · doi:10.1007/978-3-032-29791-4_3 · Cited by 1
Joo, S., Lee, C., & Lee, D. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2676669 · Cited by 1
The Use Of ChatGPT in Mathematics Tasks and Pre-Service Teachers' Experiences
ÇİFTCİ, Z., Öz, T., & Çiftci, O. (2026) · İZÜ Eğitim Dergisi · doi:10.46423/izujed.1793325
Exploring the Best Way for Business Leaders to Take Advantage of AI Through ChatGPT
Kumar, V., Verma, P., Kumari, N., Sharma, N. K., Raj, R., Lai, K., & Verma, V. K. (2026) · Smart innovation, systems and technologies · doi:10.1007/978-3-032-23104-8_36
An artificial intelligence framework for transforming unstructured text into structured survey data
Manzi, G., Guo, Q., Russo, L., & Grané, A. (2026) · Decision Analytics Journal · doi:10.1016/j.dajour.2026.100730
Insights of higher-level educators on integrating AI technology into their teaching practices
Ali, D. (2026) · Caribbean Educational Research Journal · doi:10.1108/cerj-04-2026-0010
Planning by prompting? Evaluating the quality of chemistry lesson plans created with ChatGPT
Brott, M. (2026) · Chemistry Teacher International · doi:10.1515/cti-2026-0002
Jorge, L. F., & Fernandes, D. (2026) · Journal of Systems and Information Technology · doi:10.1108/jsit-09-2025-0422
Rau, F., & Bellinger, F. (2026) · British Journal of Sociology of Education · doi:10.1080/01425692.2026.2685039
Faiz, F., Park, J. Y., Motti, V. G., & Kim, S. (2026) · Research Square · doi:10.21203/rs.3.rs-9383046/v1
Ni, H., Chen, J., Li, P., & Yang, D. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.107440
From detection to decision: a structured reasoning framework for industrial fault diagnosis
Li, Y., Wang, Y., Li, X., Wan, G., & Li, M. (2026) · Engineering Research Express · doi:10.1088/2631-8695/ae8cb5
Morphological mapping of ChatGPT’s integration in higher education: adoption to impact analysis
Dhaigude, S. A., Baishya, K., & Dhaigude, A. S. (2026) · Higher Education Skills and Work-based Learning · doi:10.1108/heswbl-08-2025-0339
Redic, U. J., Tendean, D. F., & Nicholas, A. C. (2026) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00323-25
Bibliometric Mapping of ChatGPT Use in Language Education: Evolution, Trends, and Future Directions
Topal, İ. H. (2026) · Research Synthesis in Applied Linguistics · doi:10.1080/29984475.2026.2709139
Maini, E., Kumar, S. A., Marwaha, D., & Maini, B. (2026) · Smart innovation, systems and technologies · doi:10.1007/978-981-95-9101-5_41
Khan, A., Hussain, S., & Khan, F. N. (2026) · Quality & Quantity · doi:10.1007/s11135-026-03030-3
Applications, challenges and opportunities of AI integration in STEM education
Atchia, S. M. C., & Chuen, J. A. (2026) · Elsevier eBooks · doi:10.1016/b978-0-443-36775-5.00001-1
Li, P., Kinshuk, K., Huang, Y., & Wu, T. (2026) · Journal of Research on Technology in Education · doi:10.1080/15391523.2026.2711652
AI-Integrated STEM Worksheets for Enhancing Sustainability Literacy in Elementary Education
Setiawan, B., Barokah, A., Mukhlis, S., Hafifah, D. N., Zulela, M. S., & Iasha, V. (2026) · Advances in Science, Technology & Innovation/Advances in science, technology & innovation · doi:10.1007/978-3-032-21822-3_1
Iskandar, P. A., Afandi, M., Fatina, S. W., Habibi, M., Putera, R. F., & Legowo, Y. A. S. (2026) · Advances in Science, Technology & Innovation/Advances in science, technology & innovation · doi:10.1007/978-3-032-21822-3_23
He, X., Miller, E. C. A., & Li, T. (2026) · SSRN Electronic Journal · doi:10.2139/ssrn.7273617
A Large Language Model based Web Application for Contextual Document Conversation
Khan, A., Malik, A. H., Ahsan, T., & Ali, Q. E. (2024) · International Journal of Innovations in Science and Technology · doi:10.33411/ijist/1147
Global Research Trends in Generative Artificial Intelligence: A Bibliometric Analysis
Stamou, S., & Κιουρεξίδου, Μ. (2026) · Information · doi:10.3390/info17080788
“It also corresponds with domain-specific bibliometric evidence concerning generative AI in education [5,13], media and communication [10], sustainability [7,8], and research practice [11].”
Generative AI and Authentic Assessment in Higher Education: Evidence from Ghanaian Universities
Obeng-Appiah, Y. (2026) · International Social Sciences and Education Journal · doi:10.61424/issej.v4i3.993
Mah, D.-K., & Hoya, F. (2026) · Journal of Digital Learning in Teacher Education · doi:10.1080/21532974.2026.2715651
AI-Augmented Creativity in Personalized Learning Pathways
Eziokwu, U. J. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-2600-3663-1.ch007
Toomey, R. G., & Cardenas, M. (2026) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--61176
Exploring Students’ Perceptions of ChatGPT’s Role in Undergraduate Learning: Thematic Analysis
Sani, R. M., Zakaria, S. K., & Mallanhanse, A. K. (2026) · Lecture notes in networks and systems · doi:10.1007/978-3-032-16265-6_29
Wang, R., Qin, L., & Ouyang, H. (2026) · Learning and Motivation · doi:10.1016/j.lmot.2026.102343
Metadata
- Authors
- Adeshola, I., & Adepoju, A. P.
- Affiliations
- Final International University (CY)
- Cyprus International University (CY)
- Corresponding author
- Adeshola, Ibrahim
- Venue
- Interactive Learning Environments
- Publisher
- Informa UK Limited
- Published
- 2023-09-04
- Volume
- 32
- Issue
- 10
- Pages
- 6159-6172
- ISSN
- 1049-4820 (ISSN-L)
- 1744-5191
- OpenAlex
- W4386421370
- Cited by
- 517
- References
- 22
- Citations by year
- 2026: 119 · 2025: 203 · 2024: 188 · 2023: 7
- FWCI
- 121.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Interactive Learning Environments (publishedVersion)
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Social Sciences › Education › Academic integrity and plagiarism
- Physical Sciences › Computer Science › Artificial Intelligence › Sentiment Analysis and Opinion Mining
- Keywords
- ChatGPT, generative AI in education, academic dishonesty, AI-generated text, academic integrity, assessment design
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 ›
Are you an author, or do you see a problem with this page? Request a review
