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On the Educational Impact of ChatGPT: Is Artificial Intelligence Ready to Obtain a University Degree?
Open accessAbstract
In late 2022, OpenAI released a new version of ChatGPT, a sophisticated natural language processing system capable of holding natural conversations while preserving and responding to the context of the discussion. ChatGPT has exceeded expectations in its abilities, leading to extensive considerations of its potential applications and misuse. In this work, we evaluate the influence of ChatGPT on university education, with a primary focus on computer security-oriented specialization. We gather data regarding the effectiveness and usability of this tool for completing exams, programming assignments, and term papers. We evaluate multiple levels of tool misuse, ranging from utilizing it as a consultant to simply copying its outputs. While we demonstrate how easily ChatGPT can be used to cheat, we also discuss the potentially significant benefits to the educational system. For instance, it might be used as an aid (assistant) to discuss problems encountered while solving an assignment or to speed up the learning process. Ultimately, we discuss how computer science higher education should adapt to tools like ChatGPT.
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“When producing AI-generated answers without engaging in analysis or reflection, students miss opportunities to develop their skills and knowledge, and to receive meaningful feedback on their progress [40, 224].”
From Navigating the Ethical and Societal Impacts of Generative AI in Higher Computing Education (2025) · cites this paper as [224]
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“Malinka et al. [21] provide similar advice on GenAI adoption in the classroom: 'If students use this technology responsibly, their performance might be boosted. In addition, educators might benefit from ChatGPT's abilities in curriculum creation or boosting their performance.'”
From Generative AI and Academic Integrity in Higher Education: A Systematic Review and Research Agenda (2025) · cites this paper as [21]
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“Malinka et al. [21] provide similar advice on GenAI adoption in the classroom: 'If students use this technology responsibly, their performance might be boosted. In addition, educators might benefit from ChatGPT's abilities in curriculum creation or boosting their performance.'”
From Generative AI and Academic Integrity in Higher Education: A Systematic Review and Research Agenda (2025) · cites this paper as [21]
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“Other studies investigated methods and tools to detect when GenAI tools had been used to produce content [224, 332].”
From Navigating the Ethical and Societal Impacts of Generative AI in Higher Computing Education (2025) · cites this paper as [224]
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Chatting and Cheating. Ensuring academic integrity in the era of ChatGPT
Cotton, D., Cotton, P., & Shipway, J. R. (2023) · doi:10.35542/osf.io/mrz8h · Cited by 3,079
ChatGPT: The End of Online Exam Integrity?
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MethodPlagiarism in the age of massive generative pre-trained transformers (GPT-3)
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“In his opinion paper on GPT-3 [5], Dehouche shows it can generate academic papers which pass current plagiarism checks, while Thunström and Steingrimsson [7] used it to generate a full scientific paper ( however, it contains typical flaws such as weak claims and unfit references).”
BackgroundGPT Takes the Bar ExamPreprint
Bommarito, M., & Katz, D. (2022) · Social Science Research Network · doi:10.48550/arxiv.2212.14402 · Cited by 195 · cited 2×
“5 to solve tests has been tested by Susnjak [16] and Bommarito and Katz [1].”
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Educational Research and AI-Generated Writing: Confronting the Coming Tsunami
Tate, T. P., Doroudi, S., Ritchie, D., Xu, Y., & uci, M. W. (2023) · doi:10.35542/osf.io/4mec3 · Cited by 137
Defcon Capture the Flag: defending vulnerable code from intense attack
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The AI teacher test: Measuring the pedagogical ability of blender and GPT-3 in educational dialogues
Tack, A., & Piech, C. (2022) · arXiv · doi:10.48550/arxiv.2205.07540 · Cited by 36 · cited 1×
“Zong and Krishnamachari [21], and Tack and Piech [18] investigated the use of Natural language processing (NLP) for personalized teaching.”
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Cowan, C., Arnold, S., Beattie, S., et al. (2004) · DARPA Information Survivability Conference and Exposition · doi:10.1109/discex.2003.1194878 · Cited by 26 · cited 3×
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What ChatGPT means for universities: Perceptions of scholars and students
(2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.1.22 · Cited by 431
“Malinka et al. (2023) explored the educational impact of ChatGPT and questioned whether artificial intelligence is ready to obtain a university degree.”
Background(2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.1.23 · Cited by 421
Saif, N., Khan, S. U., Shaheen, I., ALotaibi, F. A., Alnfiai, M. M., & Arif, M. (2024) · Computers in Human Behavior · doi:10.1016/j.chb.2023.108097 · Cited by 301
Generative AI and Academic Integrity in Higher Education: A Systematic Review and Research Agenda
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“Malinka et al. [21] provide similar advice on GenAI adoption in the classroom: “If students use this technology responsibly, their performance might be boosted.”
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“While there are tools available designed to detect the presence of Gen-AI content, their effectiveness has limitations (Malinka et al., 2023; Rudolph et al., 2023; Uzun, 2023), especially when users deliberately try and evade detection methods (Sadasivan et al.”
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“Since students may accept the answers of these tools as a general truth, leading to the propagation of misinfor-mation [48], 46 students who already passed the course participated voluntarily in this study.”
InfluentialHuang, X., Ruan, W., Huang, W., Jin, G., Dong, Y., Wu, C., Bensalem, S., Mu, R., Yi, Q., Zhao, X., et al. (2024) · Artificial Intelligence Review · doi:10.1007/s10462-024-10824-0 · Cited by 228
ChatGPT—A Challenging Tool for the University Professors in Their Teaching Practice
Kiryakova, G., & Angelova, N. (2023) · Education Sciences · doi:10.3390/educsci13101056 · Cited by 171
Alshammarı, S. H., & Babu, E. (2025) · Scientific Reports · doi:10.1038/s41598-025-91634-4 · Cited by 161
“In the context of learning, students are likely to regard the use of Chat-GPT more favorably if they perceive it as augmenting their capacity to accomplish academic tasks, as stated by 37 , thereby facilitating an enhanced learning experience.”
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Ateeq, A. A., Alzoraiki, M., Milhem, M., & Ateeq, R. A. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1470979 · Cited by 167
"I look at it as the king of knowledge": How Blind People Use and Understand Generative AI Tools
Adnin, R., & Das, M. (2024) · The 26th International ACM SIGACCESS Conference on Computers and Accessibility · doi:10.1145/3663548.3675631 · Cited by 73
“Nowadays, people are incorporating GenAI tools (e.g., ChatGPT [73], Google Gemini [33], Microsoft Copilot [65], and Claude [5]) into a wide variety of domains, including education [36, 62, 83], programming [16, 54, 92], communication [14], and content creation [45, 56].”
BackgroundMethodAnalyzing Sentiments Regarding ChatGPT Using Novel BERT: A Machine Learning Approach
Sudheesh, R., Mujahid, M., Rustam, F., Shafique, R., Chunduri, V., Villar, M. G., Ballester, J. B., Díez, I. D. L. T., & Ashraf, I. (2023) · Information · doi:10.3390/info14090474 · Cited by 75
Joshi, I., Budhiraja, R., Dev, H., Kadia, J., Ataullah, M. O., Mitra, S., Akolekar, H. D., & Kumar, D. (2024) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/3626252.3630803 · Cited by 107
“5 and GPT-4)) in generating solutions for programming assignments in various computer science courses such as CS1 [7, 9, 21, 23, 29], CS2 [10, 23], object-oriented programming [5, 20], software engineering [6], and computer security [17].”
BackgroundChen, G., Fan, J., & Azam, M. (2024) · Journal of Librarianship and Information Science · doi:10.1177/09610006241269189 · Cited by 73
“There is a concern among the academic and research community related to ensuring academic integrity in the era of chatbots (Azam and Naeem, 2022; Malinka et al., 2023).”
The Good and Bad of AI Tools in Novice Programming Education
Zviel-Girshin, R. (2024) · Education Sciences · doi:10.3390/educsci14101089 · Cited by 55
Topsakal, Y. (2024) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2024.2426044 · Cited by 69
“Conversely, individuals with limited knowledge or experience with Gen AI may perceive this technology as more challenging (Malinka et al., 2023), indicating potential barriers to the use of Gen AI.”
Farsight: Fostering Responsible AI Awareness During AI Application Prototyping
Wang, Z. J., Kulkarni, C., Wilcox, L., Terry, M., & Madaio, M. (2024) · Proceedings of the CHI Conference on Human Factors in Computing Systems · doi:10.1145/3613904.3642335 · Cited by 55
La inteligencia artificial como recurso docente: usos y posibilidades para el profesorado
Vera, M. D. M. S. (2023) · Educar · doi:10.5565/rev/educar.1810 · Cited by 54
“En cierto modo, la IA generativa hace visibles las debilidades de determinadas prácticas educativas que hace tiempo son puestas en duda, pero que cuesta cambiarlas (García-Peñalvo et al., 2023; Malinka et al., 2023).”
BackgroundPlayfoot, D. R., Quigley, M., & Thomas, A. G. (2024) · The Internet and Higher Education · doi:10.1016/j.iheduc.2024.100950 · Cited by 75
The Content Analysis of the Lesson Plans Created by ChatGPT and Google Gemini
Baytak, A. (2024) · Research in Social Sciences and Technology · doi:10.46303/ressat.2024.19 · Cited by 62
“As it was described before, ChatGPT was found successful in most quiz-based exams (Choi et al., 2023; Kung et al., 2023; Malinka et al., 2023).”
MethodWu, Z., Qiu, L., Ross, A., Akyürek, E., Chen, B., Wang, B., Kim, N., Andreas, J., & Kim, Y. (2024) · Proceedings of the 2024 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies (Volume 1: Long Papers) · doi:10.18653/v1/2024.naacl-long.102 · Cited by 58
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“Each of these studies focusing on the academic performance of a LLM [ 30 , 19 , 20 , 33 ] used the research team or automated testing to assess the generated answers, rather than a marker who had no insight into the source of the answers.”
MethodResultBudhiraja, R., Joshi, I., Challa, J. S., Akolekar, H. D., & Kumar, D. (2024) · Proceedings of the 26th Australasian Computing Education Conference · doi:10.1145/3636243.3636257 · Cited by 52
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“Concurrently, multiple empirical studies have shown LLMs to be effective writing or reading assistants in educational contexts [5, 24, 39].”
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“…in their learning, ultimately diminishing their motivation and even ability to think independently and creatively and to develop higher-order cognitive skills that have classically between viewed as central to creative writing and research (Kasneci et al., 2023; Malinka et al., 2023; Wild, 2023).”
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Exploring the influence of ChatGPT on student academic success and career readiness
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“Malinka et al. (2023) investigated the educational impact of ChatGPT and found that while it demonstrated excellent performance in generating human-like answers, it lacked critical thinking and creativity and could not provide coherent and logical arguments.”
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Bikanga Ada, M. (2024) · Education Sciences · doi:10.3390/educsci14101106 · Cited by 40
“Malinka et al. [34] and research by [35] discuss ethical concerns, with [34] explicitly addressing the risk of cheating and plagiarism in computer security education.”
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PEMANFAATAN CHAT GPT DALAM DUNIA PENDIDIKAN
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“We discovered many students were rigorously engaged with the software and instead of exploring external scholarly resources (Malinka et al, 2023) such as journals and publications, they would depend on ChatGPT for their academic purpose.”
BackgroundPatil, D. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5057420 · Cited by 44
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“Challenges can be experienced when answering problems that need the application of knowledge [4].”
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“With ChatGPT emerging, many scholars suggest that ChatGPT can bring new opportunities for teacher education; preservice teachers have a certain level of anticipation about how ChatGPT can help them with course preparation (Malinka et al., 2023).”
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“Finally, we survey the related literature in Section 6, and conclude the paper in Section 7.”
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“However, AI tools that can independently solve introductory CS programming exercises and are pervasively available have only emerged recently [8, 9, 10, 11].”
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“We also echo the recommendations of Malinka et al. (2023) and Cotton et al. (2023) to address plagiarism facilitated by AI.”
BackgroundEthics of Artificial Intelligence in University Education
Zeer, M., Siaj, R. W., Ghannam, J. A., & Kanan, M. A. (2023) · International Engineering Conference on Electrical, Energy, and Artificial Intelligence (EICEEAI) · doi:10.1109/eiceeai60672.2023.10590285 · Cited by 22
“Its use has been important, but there are some problems with its misuse, such as cheating and others [3].”
BackgroundNaher, J., Maruf, M. H., Bakht, S. T., & Sadaf, S. S. (2023) · Technium Romanian Journal of Applied Sciences and Technology · doi:10.47577/technium.v15i.9660 · Cited by 24
“[12] focused on examining the educational implications of ChatGPT and posed questions about its preparedness for being utilized in the pursuit of a university degree.”
BackgroundAn Overview chatGPT in Higher Education in Indonesia and Malaysia
Arista, A., Shuib, L. M., & Ismail, M. A. (2023) · International Conference on Informatics, Multimedia, Cyber and Information System (ICIMCIS) · doi:10.1109/icimcis60089.2023.10349053 · Cited by 20
“In 2022, the field of artificial intelligence (AI) has seen remarkable advances, and, not only in the media but a big hype also caused by the launch of the newest generation of large language model-based generative AI tools, such as ChatGPT chatbot [19].”
BackgroundEnhancing Classroom Learning: ChatGPT's Integration and Educational Challenges
AlAli, R. M., & Wardat, Y. (2024) · International Journal of Religion · doi:10.61707/znwnxd43 · Cited by 25
“Another study by Malinka et al. (2023) explored the impact of ChatGPT on education and examined whether AI is prepared to contribute to university-level degrees.”
BackgroundEngineering Educators' Perspectives on the Impact of Generative AI in Higher Education
Dewan, U., Hingle, A., McDonald, N., & Johri, A. (2025) · 2025 IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon62633.2025.11016518 · Cited by 16
“Issues such as the veracity of GenAI content have been widely discussed in the literature, as well as its impact on learning outcomes [25], [34], [35] and fair assessments [26], [27].”
Leveraging ChatGPT to Support Self-Regulated Learning in Online Courses
Zhu, M. (2025) · TechTrends · doi:10.1007/s11528-025-01075-z · Cited by 23
“…related to inaccuracy (Balse et al., 2023; Hsu & Ching, 2023; Husain, 2024), academic dis-honesty (Crompton & Burke, 2024; Humble et al., 2023; Malinka et al., 2023; Yilmaz & Yilmaz, 2023a, b), impeding learning (Husain, 2024; Kim & Adlof, 2024; Kosar et al., 2024), data privacy (Hsu & Ching,…”
Bakare-Fatungase, O. D., Oladokun, T. A., Quadri, G. O., & Idowu-Davies, T. O. (2023) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-0205-7.ch009 · Cited by 16
Patil, D. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5057434 · Cited by 26
Patil, D. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5057432 · Cited by 29
Patil, D. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5057404 · Cited by 32
Examining Student and Teacher Perspectives on Undisclosed Use of Generative AI in Academic Work
Adnin, R., Pandkar, A., Yao, B., Wang, D., & Das, M. (2025) · Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3713393 · Cited by 16
Benefits and risks of using ChatGPT in higher education: A theoretical review
Bermus, A. G. (2024) · Pedagogy Theory & Practice · doi:10.30853/ped20240099 · Cited by 26
Analyzing LLM Usage in an Advanced Computing Class in India
Arora, U., Garg, A., Gupta, A., Jain, S., Mehta, R. L., Oberoi, R., Prachi, Raina, A., Saini, M., Sharma, S., et al. (2025) · Australasian Computing Education Conference · doi:10.1145/3716640.3716657 · Cited by 43
“The focus is on using LLMs for improved learning outcomes, accessibility and personalized education while also balancing against concerns of academic integrity and the potential impact on critical thinking.”
Exploring Totalitarian Elements of Artificial Intelligence in Higher Education With Hannah Arendt
Watanabe, A. (2023) · International Journal of Technoethics · doi:10.4018/ijt.329239 · Cited by 20
Künstliche Intelligenz im Kontext von Kompetenzen, Prüfungen und Lehr-Lern-Methoden
Klar, M., & Schleiß, J. (2024) · MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung · doi:10.21240/mpaed/58/2024.03.24.x · Cited by 14
“Doch generative Sprachmodelle stellen hier mehr als nur ein Hilfsmittel dar, sondern ein Werkzeug, um gängige Prüfungsleistungen auf einem passablen Niveau mit relativ wenig menschlichem Input zu generieren (Malinka et al. 2023).”
BackgroundDoctoral Programme in Education Science Universitas Pendidikan Ganesha, S., & Turmuzi, M. (2024) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2024.14.5.2097 · Cited by 18
“Plagiarism can occasionally occur when completing tests or tasks [17–19].”
BackgroundSmith, D. H., & Zilles, C. B. (2024) · ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) · doi:10.1145/3649217.3653582 · Cited by 25
Clarity in complexity: how aggregating explanations resolves the disagreement problem
Mitruț, O., Moise, G., Moldoveanu, A. D. B., Moldoveanu, F., Leordeanu, M., & Petrescu, L. (2024) · Artificial Intelligence Review · doi:10.1007/s10462-024-10952-7 · Cited by 14
A High-Quality Generation Approach for Educational Programming Projects Using LLM
Song, T., Zhang, H., & Xiao, Y. (2024) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2024.3499751 · Cited by 20
“Malinka et al. [22] evaluated ChatGPT across three types of programming assignments: small projects, term projects, and interactive projects, and revealed its good performance in the first two but unsatisfactory results in the last.”
Effects of AI-Based ChatGPT on Higher Education LibrariesPreprint
Aithal, S., & Aithal, P. S. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4453581 · Cited by 14
Patil, D. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5057414 · Cited by 18
Opportunities and limitations of the ChatGPT Advanced Data Analysis plugin for hydrological analyses
Irvine, D. J., Halloran, L. J. S., & Brunner, P. (2023) · Hydrological Processes · doi:10.1002/hyp.15015 · Cited by 13
“…the generation of computer scripts and data analyses, with or without the Advanced Data Analysis plugin, has been explored in a university context (Malinka et al., 2023; Rahman & Watanobe, 2023), and specifically within the disciplines of climate science (Biswas, 2023) and bioinformatics (Wang et…”
MethodWang, Y., Cai, Y., Chen, M., Liang, Y., & Hooi, B. (2023) · Conference on Empirical Methods in Natural Language Processing (EMNLP) · doi:10.18653/v1/2023.emnlp-main.8 · Cited by 48
Perera, M., Ananthanarayan, S., Goncu, C., & Marriott, K. (2025) · Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3713634 · Cited by 14
“GenAI tools, such as ChatGPT [ 88], Google Gemini (formerly Bard) [48], and Copilot [79], have gained immense popularity and have been incorporated into various domains, including work [27, 40], education [8, 75], programming [39, 116], content creation [54], and accessibility [63, 111].”
Knowledge-enhanced large language models for automatic lesson plan generation
Zheng, Y., Huang, S., Zeng, X., Huang, Y., Liu, Z., & Luo, W. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-06004-2 · Cited by 12
ChatGPT in Higher Education: Design Teaching Model Involving ChatGPT
An, Y., Ouyang, W., & Fu, Z. (2023) · Lecture Notes in Education Psychology and Public Media · doi:10.54254/2753-7048/24/20230560 · Cited by 12
Exploring the Use of Generative AI in Education: Broadening the Scope
Jahić, I., Ebner, M., Schön, S., & Edelsbrunner, S. (2024) · Lecture notes in computer science · doi:10.1007/978-3-031-61691-4_19 · Cited by 15
The Vision of University Students from the Educational Field in the Integration of ChatGPT
Cifuentes, S. C., Valverde, E. G., & Caballero, S. C. (2024) · Digital · doi:10.3390/digital4030032 · Cited by 13
“These findings align with [42], whose studies found that students believe using AI tools has a positive impact on the educational process since they reduce the differences between student performance and can improve academic performance.”
ResultYakin, A. M. A., Muthmainnah, M., Apriani, E., Obaid, A. J., & Elngar, A. A. (2023) · Idarah (Jurnal Pendidikan dan Kependidikan) · doi:10.47766/idarah.v7i2.1514 · Cited by 25
A research of the impact of ChatGPT on education
Fu, Y. (2024) · Applied and Computational Engineering · doi:10.54254/2755-2721/35/20230354 · Cited by 12
Zhang, Y., Guo, J., Wang, Y., Li, S., Yang, Q., Zhang, J., & Lu, Z. (2025) · Systems · doi:10.3390/systems13100855 · Cited by 16
Loor, M. A. A., Loor, A. E. Q., Loor, G. V. Q., Intriago, L. A. M., & Escobar, D. R. P. (2024) · Ciencia Latina Revista Científica Multidisciplinar · doi:10.37811/cl_rcm.v8i1.9856 · Cited by 11
Second language writing anxiety and ChatGPT adoption as an automated writing evaluation tool
Liu, Z. (2024) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-06-2024-0260 · Cited by 11
Metadata
- Authors
- Malinka, K., Peresíni, M., Firc, A., Hujnák, O., & Janus, F.
- Affiliations
- Brno University of Technology (CZ)
- Brno University of Technology, Brno, Czech Rep
- Venue
- Proceedings of the 2023 Conference on Innovation and Technology in Computer Science Education V. 1
- Publisher
- ACM
- Published
- 2023-06-29
- Pages
- 47-53
- OpenAlex
- W4382652828
- Cited by
- 287
- References
- 6
- Citations by year
- 2026: 29 · 2025: 94 · 2024: 113 · 2023: 51
- FWCI
- 73.71
- Type
- conference paper
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) (publishedVersion, cc-by)
- arXiv (Cornell University) (submittedVersion, cc-by)
- arXiv (Cornell University) (cc-by)
- Funders
- Brno University of Technology (FIT-S-23-8151)
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Social Sciences › Education › Academic integrity and plagiarism
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Keywords
- ChatGPT, large language models, academic dishonesty, university education, cybersecurity education, programming exercises, exam cheating, term papers, artificial intelligence in higher education, AI-assisted learning, tool misuse
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