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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?
Susnjak, T. (2022) · arXiv · doi:10.48550/arxiv.2212.09292 · Cited by 370 · cited 1×
“5 to solve tests has been tested by Susnjak [16] and Bommarito and Katz [1].”
MethodPlagiarism in the age of massive generative pre-trained transformers (GPT-3)
Dehouche, N. (2021) · Ethics in Science and Environmental Politics · doi:10.3354/esep00195 · Cited by 296 · cited 1×
“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].”
MethodBommarito, M. J., & Katz, D. M. (2022) · doi:10.2139/ssrn.4314839 · Cited by 181
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.”
BackgroundDefcon Capture the Flag: defending vulnerable code from intense attack
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×
“One of the courses involves the Capture The Flag (CTF) task.”
MethodInfluentialEducating for a New Future: Making Sense of Technology-Enhanced Learning Adoption
(2022) · Lecture notes in computer science · doi:10.1007/978-3-031-16290-9 · Cited by 12
Research works printed but not linked: 4
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- Mingyu Zong and Bhaskar Krishnamachari. 2022. Solving Math Word Problems Concerning Systems of Equations with GPT-3. Proceedings of the Thirteenth AAAI Symposium on Educational Advances in Artificial Intelligence. https://anrg.usc.edu/www/wp-content/uploads/2022/12/Solving_Math_Word_Problems_with_GPT3--2022.pdf
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Items 101–200 of 289
Transformative landscape of ChatGPT in higher education: unveiling the academic discourse
Shrivastava, A. (2024) · Global Knowledge Memory and Communication · doi:10.1108/gkmc-02-2024-0068 · Cited by 9
A Novel Approach to Scalable and Automatic Topic-Controlled Question Generation in Education
Li, Z., Cukurova, M., & Bulathwela, S. (2025) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3706468.3706487 · Cited by 12
“…generation, LLMs are used in tackling challenges such as grammar/ code correction [13, 20], question generation [23, 26], explanations and hints provision [37, 44], in STEM subjects such as mathematics [2, 12] and science [7, 23, 41] to non-STEM domains like law [14] and language learning [10].”
Unraveling the influential factors driving persistent adoption of ChatGPT in learning environments
Moghavvemi, S., & Jam, F. A. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13662-x · Cited by 16
“Despite these challenges, ChatGPT’s perceived value -such as its role in facilitating problem-solving and improving learning efficiency-is widely acknowledged (Firaina & Sulisworo, 2023; Malinka et al., 2023).”
Ethical Issues in AI-Generated Texts: A Systematic Review and Analysis
Zhang, Y., Zhou, T., Qiao, H., & Li, T. X. (2025) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2025.2530071 · Cited by 17
“Additionally, students may smartly rewrite AI-generated content or replace their composed part with AI-generated content, and under such disguise, the AI text would easily elude detection (Malinka et al., 2023; Richards et al., 2024).”
InfluentialPatil, D. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5057408 · Cited by 18
LARGE LANGUAGE MODELS FOR CIPHERS
Noever, D. A. (2023) · International Journal of Artificial Intelligence & Applications · doi:10.5121/ijaia.2023.14301 · Cited by 10
“The present work examines whether the current LLM generators can act as ciphers, adept manipulators for symbolic letter substitutions that naturally break the order of subsequent token learning [7-11].”
BackgroundFrom Raw Video to Pedagogical Insights: A Unified Framework for Student Behavior Analysis
Yu, Z., Xie, M., Gao, J., Liu, T., & Fu, Y. (2024) · Proceedings of the AAAI Conference on Artificial Intelligence · doi:10.1609/aaai.v38i21.30371 · Cited by 12
Ahmed, H. M. M., & Sorour, S. E. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12555-9 · Cited by 10
Artificial intelligence in medical education: Typologies and ethical approaches
Pręgowska, A., & Perkins, M. D. (2024) · Ethics & bioethics · doi:10.2478/ebce-2024-0004 · Cited by 16
Academic integrity and the use of ChatGPT by EFL pre-service teachers
Khasawneh, M. A. S. (2024) · Journal of Infrastructure Policy and Development · doi:10.24294/jipd.v8i7.4783 · Cited by 25
“In response to the pervasive adoption of ChatGPT, educators in numerous countries have enacted policies restricting or outright prohibiting its usage (Lo, 2023; Malinka et al., 2023).”
BackgroundWang, Q., & Li, H. (2025) · Big Data and Cognitive Computing · doi:10.3390/bdcc9030050 · Cited by 13
“With the ability to generate high-quality, intent-satisfying content, LLMs can be used by students to complete homework, assignments, examinations, and even theses, which may lead to academic dishonesty and diminish students’ critical thinking and problem-solving skills [8–10, 46 , 47].”
Kohn, T. (2025) · Journal of Computer Assisted Learning · doi:10.1111/jcal.70043 · Cited by 14
Wang, K., Akins, S., Mohammed, A., & Lawrence, R. (2023) · 2023 International Conference on Computational Science and Computational Intelligence (CSCI) · doi:10.1109/csci62032.2023.00268 · Cited by 8
“Malinka et al. tested ChatGPT and demonstrated how easy it is to cheat in IT security related education [5].”
BackgroundA FOUR-STAGE MODEL OF CHATGPT ADOPTION: APPLICATION IN TOURISM, HEALTHCARE, AND EDUCATION INDUSTRY
(2023) · Issues in Information Systems · doi:10.48009/3_iis_2023_121 · Cited by 11
“Malinka et al. (2023) have studied the impact of ChatGPT on subjects related to computer programming and show how ChatGPT can be used as a tool aiding the learning process and as a means for cheating.”
An Evaluation of the Impact of Artificial Intelligence on university Students' Learning
Wen, Z., Bai, E., & Li, M. (2024) · Journal of innovation and development · doi:10.54097/f3vvmp82 · Cited by 12
“At the same time, secondary indicators reveal students' perceptions of the role of AI in the future of teaching and learning and their adaptation issues [5].”
BackgroundOhm, M., Bungartz, C., Boes, F., & Meier, M. (2024) · International Conference on Availability, Reliability and Security (ARES) · doi:10.1145/3664476.3670446 · Cited by 9
“[12]specificallyfocusontheuseofChatGPT incybersecurityeducationatuniversities.”
A Data Science Course Utilizing GenAI
Browning, J. W., Bustard, J. D., Anderson, N., & Galway, L. (2024) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie61694.2024.10893452 · Cited by 9
“This theme of balancing benefits and risks is echoed by Malinka et al. [13] in their assessment of ChatGPT’s capability to complete university-level tasks.”
The Usage of Artificial Intelligence in Education in Light of the Spread of ChatGPT
Hassan, A. (2023) · Contributions to management science · doi:10.1007/978-981-99-6101-6_50 · Cited by 10
Using ChatGPT to Teach English for Academic Purposes
Glahn, K. (2024) · Journal of Education, Innovation, and Communication. · doi:10.34097/jeicom-5-2-december-23-5 · Cited by 9
Exploring the Performance of Generative AI Tools in Electrical Engineering Education
Zhong, Z., Wijenayake, C. A., & Edussooriya, C. U. S. (2023) · IEEE International Conference on Teaching, Assessment, and Learning for Engineering · doi:10.1109/tale56641.2023.10398370 · Cited by 11
“Generative AI is not only able to understand and answer the multiple-choice questions but also able to write creative paper works for assessments as shown in [8], [12].”
BackgroundMethodPatil, D. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5057410 · Cited by 13
Blake, J. (2023) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-0074-9.ch002 · Cited by 8
Neurodiverse inclusive social work education considered through a student partnership
Salisbury, Y., Foster, R. W. G., Hill, S., & Buck, G. (2024) · Social Work Education · doi:10.1080/02615479.2024.2378915 · Cited by 14
“…much anxiety amongst educators regarding the potential misuses of digital technologies and artificial intelligence, there are also many benefits, not least that students have access to powerful educational aids, which can accelerate the learning process (Lerga et al., 2021; Malinka et al., 2023).”
A Survey on LLMs: Evolution, Applications, and Future Frontiers
Harsha, K., Kumar, K. T., Sumathi, D., & Jubilson, E. A. (2024) · Studies in computational intelligence · doi:10.1007/978-981-97-8460-8_14 · Cited by 11
Li, N., Broner, S., Kim, Y., Mizuo, K., Sauder, E., To, C., Wang, A., Gila, O., & Shindler, M. (2025) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/3641554.3701946 · Cited by 12
“Malinka et al. [25] evaluated, with an eye towards information security, the ability of GPT to handle not only programming assignments, but also written artifacts including exams and even short research papers.”
Razi, A., Bouzoubaa, L. A., Pessianzadeh, A., Seberger, J. S., & Rezapour, R. (2025) · Research Square · doi:10.21203/rs.3.rs-5686084/v1 · Cited by 14
Educational Potential of ChatGPT: Teaching Tool for Students’ Competencies Development
Shabunina, V., Sarancha, V., Maslak, V., Shevchenko, O., & Tur, O. (2023) · 2023 IEEE 5th International Conference on Modern Electrical and Energy System (MEES) · doi:10.1109/mees61502.2023.10402380 · Cited by 7
“Malinka et al. explored the educational impact of ChatGPT and questioned whether artificial intelligence is presently capable of obtaining a university degree [16].”
BackgroundGenerative AI in CS Education: Literature Review through a SWOT Lens
Roberts, J., & Mohamed, A. (2024) · Western Canadian Conference on Computing Education · doi:10.1145/3660650.3660657 · Cited by 10
“This issue has motivated a lot of literature on remedies and strategies to support academic integrity [12, 19, 23, 26–29].”
BackgroundYu-bin, X., Liu, L., Xiong, J., & Zhu, G. (2025) · Journal of Baltic Science Education · doi:10.33225/jbse/25.24.187 · Cited by 10
Teaching Tip Incorporating AI Tools Into Database Classes
Zhang, X. (2025) · Journal of Information Systems Education · doi:10.62273/gkzi2477 · Cited by 9
Bin‐Nashwan, S. A., Sadallah, M., Benlahcene, A., & Ma’aji, M. M. (2025) · foresight · doi:10.1108/fs-04-2024-0089 · Cited by 8
Improving biology learning in high school with ChatGPT: A case study in Morocco
Baroud, S., Alaoui, M. E., Janati‐Idrissi, R., Boucetta, N., Ghariz, G., & Seghir, H. (2025) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/16606 · Cited by 10
“A study by Malinka et al. (2023) highlighted that ChatGPT’s responses exhibited considerable variability, with some being accurate and others completely incorrect, even for similar questions.”
Sketch-to-Energy model automation with multimodal LLMs and retrieval-augmented generation
Zhang, Y., Wang, G., & Xu, P. (2026) · Energy and Buildings · doi:10.1016/j.enbuild.2026.117387 · Cited by 7
Is It the End of Undergraduate Dissertations?
Kenwright, B. (2023) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-0074-9.ch003 · Cited by 7
VanderLinde, G., & Cury, T. M. (2024) · Cuaderno de Pedagogía Universitaria · doi:10.29197/cpu.v21i41.564 · Cited by 16
“…y mejorar el rendimiento, incluso tienen el potencial de apoyar la escritura académica, pues mejoran el procesamiento del lenguaje natural (Malinka et al., 2023; Dergaa et al., 2023; Shahriar Hayawi); e) brindan resultados más personalizados a los estudiantes, por lo que podrían…”
BackgroundStrengthening Cyber Security Education: Designing Robust Assessments for ChatGPT-Generated Answers
Plapp, A., Wu, J., Pan, L., Chen, C., Chua, C., & Zhang, J. (2024) · Lecture notes in computer science · doi:10.1007/978-981-97-2458-1_2 · Cited by 7
Utilization of Artificial Intelligence in Education: A Perspective on Learning Strategies
Yalçınalp, S., Türkoğlu, H., Koç, S. E., & Ersoy, H. (2024) · Artificial intelligence · doi:10.5772/intechopen.1005086 · Cited by 12
Patil, D. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5057424 · Cited by 12
Navigating the Ethical and Societal Impacts of Generative AI in Higher Computing Education
Mak, J., Nakatumba-Nabende, J., Clear, T., Clear, A., Abluwi, I., Andrei, O., Angeli, L., MacNeil, S., Oyelere, S. S., Hale Rattigan, M., et al. (2025) · Proceedings of the 2025 Working Group Reports on Innovation and Technology in Computer Science Education · doi:10.1145/3760545.3783975 · Cited by 12
“Finally (in Section 4), we derive a framework that provides structured guidance to educators and policy makers on how to reason about ethical and societal issues when preparing policy documents related to GenAI use in their institutions.”
Moran, N., & Ackerman, D. S. (2023) · Journal of Education for Business · doi:10.1080/08832323.2023.2275205 · Cited by 6
“For one, while research is beginning to discuss the role of AI in higher education curriculum (Malinka et al., 2023; Ouyang et al., 2022; Page & Gehlbach, 2017; Renz & Hilbig, 2020; Zeide, 2019), this study provides an important contribution by identifying the reasons why students may be more or…”
BackgroundIs Gen AI a professor in creativity? A case study in postgraduate students
Zhang, H., & Ge, S. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13644-z · Cited by 6
“Malinka et al. (2023) studied the impact of Gen AI on computer programming-related subjects.”
Large Language Models Meet Open-World Intent Discovery and Recognition: An Evaluation of ChatGPT
Song, X., He, K., Wang, P., Dong, G., Mou, Y., Wang, J., Xian, Y., Cai, X., & Xu, W. (2023) · Conference on Empirical Methods in Natural Language Processing (EMNLP) · doi:10.18653/v1/2023.emnlp-main.636 · Cited by 11
ChatGPT – Technical Research Model, Capability Analysis, and Application Prospects
Wang, T., & Zhu, Q. (2024) · IEEE Advanced Information Technology, Electronic and Automation Control Conference (IAEAC) · doi:10.1109/iaeac59436.2024.10503756 · Cited by 6
“Malinka [48] assessed the impact of ChatGPT on university education, discussing potentially significant benefits to the education system.”
BackgroundStudents’ Assignments and Research Papers Generated by AI: Arab Instructors’ Views
Al-Jarf, R. (2024) · Journal of Computer Science and Technology Studies · doi:10.32996/jcsts.2024.6.2.11 · Cited by 6
Revolutionizing Creative Education
Akbar, K., Nyika, F. D., & Mbonye, V. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-2418-9.ch012 · Cited by 6
Evaluating Large Language Models' Proficiency in Answering Arabic GAT Exam Questions
Alahmadi, M. D., Alharbi, M., Tayeb, A. J., & Alshangiti, M. (2024) · Engineering Technology & Applied Science Research · doi:10.48084/etasr.8481 · Cited by 6
“Large Language Models (LLMs), such as Gemini and ChatGPT, have shown considerable potential in educational settings [2, 3].”
Castañeda, R., Martínez-Gomez-Aldaraví, A., Mercadé, L., Gómez, V. J., Mengual, T., Díaz-Fernández, F. J., Lozano, M. S., Navarro‐Arenas, J., Barreda, A. I., Gómez-Gómez, M., et al. (2024) · Knowledge · doi:10.3390/knowledge4040031 · Cited by 8
“Those previous studies have promoted an open debate around the potential benefits and limitations of ChatGPT in the field of education [44,58,62–67], suggesting its potential use as a teaching assistant [64–66,68”
TwinStar: A Novel Design for Enhanced Test Question Generation Using Dual-LLM Engine
Zhuge, Q., Wang, H., & Chen, X. (2025) · Applied Sciences · doi:10.3390/app15063055 · Cited by 6
ELT Teachers' perception and usage of ChatGPT as a teaching tool in the Bangladeshi EFL context
Tarannum, T., Ahmed, R., Seraj, P. M. I., & Khan, T. S. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13515-7 · Cited by 12
“Because of this unfair practice of using AI-generated text, students may end up having major deficiencies in their knowledge and skills, making them incompetent to deal with more complex courses in future academic life as well as real tasks in the professional domain (Malinka et al., 2023).”
Application of artificial intelligence in Ukrainian education of the future
Vasylyuk-Zaitseva, S., Kosenyuk, H., Танасійчук, Ю. М., & Boyko, J. (2023) · Futurity Education · doi:10.57125/fed.2023.09.25.05 · Cited by 12
Preserving Academic Integrity in Teaching with ChatGPT: Practical Strategies
Raza, M. R., & Hussain, W. (2023) · IEEE/WIC/ACM International Conference on Web Intelligence and Intelligent Agent Technology (WI-IAT) · doi:10.1109/wi-iat59888.2023.00027 · Cited by 7
Patil, D. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5057438 · Cited by 8
Haque, S., & Hundhausen, C. D. (2025) · ACM Conference on International Computing Education Research (ICER) · doi:10.1145/3702652.3744231 · Cited by 8
“In recent years, LLM-based AI (GenAI) assistants like ChatGPT 1 and GitHub Copilot have made their way into academia through their ability to help with various academic activities [25, 28, 38, 47].”
Friend or Foe – The Impact of ChatGPT on Capture the Flag Competitions
Pieterse, H. (2024) · International Conference on Cyber Warfare and Security · doi:10.34190/iccws.19.1.1992 · Cited by 6
“Concerning the interactive assignments, the study found that ChatGPT is unable to solve such assignments independently but can only guide the students towards online tools that can possibly assist in revealing the answer (Malinka et al, 2023).”
BackgroundInfluentialIs ChatGPT Building or Destroying Education? Perception of University Students in Tanzania
Matto, G. (2024) · Journal of Education and Learning Technology · doi:10.38159/jelt.2024541 · Cited by 11
The Role of ChatGPT and Artificial Intelligence in Education
Martínez, M. Á. Q., Tumaille-Quintana, D.-S., Moran-Burgos, A.-D., & Ríos, M. D. G. (2024) · IEEE Colombian Conference on Communications and Computing (COLCOM) · doi:10.1109/colcom62950.2024.10720308 · Cited by 5
“Artificial intelligence has the potential to completely change education by providing more personalized and effective learning [18], [11], [19], [30], [3], [27], [10], [15], [2], [4], [17], [23].”
BackgroundWilliams, S., Patel, K., Baker, M., Campbell, S., Ranellucci, J., & Talwar, V. (2024) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2024.105893 · Cited by 5
Su, H., Tong, Y., Zhang, X., & Fan, Y. (2024) · Lecture notes in computer science · doi:10.1007/978-981-97-4442-8_18 · Cited by 7
Chen, Y., & Nunes, B. P. (2024) · ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) · doi:10.1145/3649217.3653569 · Cited by 5
Capabilities and limitations of AI Large Language Models (LLMs) for materials criticality research
Ku, A. Y., & Hool, A. (2024) · Mineral Economics · doi:10.1007/s13563-024-00478-3 · Cited by 8
“Since LLMs can effortlessly handle basic assignments, learners might not learn the essential concepts needed for more challenging tasks later on (Malinka et al. 2023).”
The Changing Role of Higher Education in the Era of AI-based GPTsPreprint
Aithal, P. S., & Aithal, S. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4609337 · Cited by 5
Academic Integrity and Students’ Ethical Use of ChatGPT in Higher Education
Shishakly, R., & Nachouki, M. (2026) · Journal of Information Technology Education: Research · doi:10.28945/5730 · Cited by 15
“…reflection and conscientious academic behavior (Memarian & Doleck, 2023), yet uncritical reliance can undermine originality, authorship norms, and institutional trust (Chan, 2023; Eaton, 2022; Fowler, 2023; Grassini, 2023; Katsamakas et al., 2024; Malinka et al., 2023; Nazaretsky et al., 2025).”
ChatGPT and Bard Performance on the POSCOMP Exam
Saldanha, M. S., & Digiampietri, L. A. (2024) · Anais do Simpósio Brasileiro de Sistemas de Informação (SBSI) · doi:10.1145/3658271.3658320 · Cited by 4
Integrating BERT for Nuanced Sentiment Analysis: A Detailed Examination of Diverse Textual Datasets
Issa, E., & İbrahim, A. A. (2024) · IEEE Access · doi:10.1109/access.2024.3510944 · Cited by 4
“This capability has garnered considerable attention and discussion in both the practitioners’ and academics’ domains and is centered around the ability to transform the development of future NLP and AI technologies [4], [5], [6], [7].”
Advantage of Using AI In Education to Enhance Learning: Review and Analysis
Panjabi, R., Al-Sa’di, A., & Ahmad, E. N. (2024) · DMIHER International Conference on Artificial Intelligence in Healthcare, Education and Industry (IDICAIHEI) · doi:10.1109/idicaiei61867.2024.10842853 · Cited by 6
AI implications for vocational foreign language teaching and learning: new meaning
Aleynikova, D. V., & Yarotskaya, L. V. (2024) · Вестник Тамбовского университета. Серия: Гуманитарные науки · doi:10.20310/1810-0201-2024-29-1-46-56 · Cited by 6
Mejorando la Comunicación en el Aula: Modelo de Educación Basado con Inteligencia Artificial
Hernández, P. A., & Esquivel, G. H. (2024) · Estudios y Perspectivas Revista Científica y Académica · doi:10.61384/r.c.a..v4i2.279 · Cited by 4
Exploring the Potential Application of ChatGPT in Preparing for ABET AccreditationPreprint
Sun, W., & Yao, J. (2023) · doi:10.36227/techrxiv.23392412.v1 · Cited by 4
Exploring Student Perspectives on ChatGPT in Higher Education
Shard, Vaidya, P., Koul, S., Arora, A., Sonia, & Jain, P. (2024) · 2024 3rd Edition of IEEE Delhi Section Flagship Conference (DELCON) · doi:10.1109/delcon64804.2024.10866660 · Cited by 3
Xenakis, A., Dimos, I., Feidakis, M., Sotiropoulos, D., Kalovrektis, Κ., & Nikolaou, G. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-9806-7.ch005 · Cited by 3
Sánchez-Zumba, A., Freire, J., Moya, K.-A., & Sarzosa-Villarroel, J. (2024) · Lecture notes in networks and systems · doi:10.1007/978-3-031-69228-4_25 · Cited by 3
ChatGPT na Universidade de Perugia: Potencializando a Interação entre Docentes e Discentes
Brognoli, P. C., & Rodrigues, M. B. (2025) · Encontros Bibli Revista Eletrônica de Biblioteconomia e Ciência da Informação · doi:10.5007/1518-2924.2025.e102135 · Cited by 3
DP2Unlearning: An efficient and guaranteed unlearning framework for LLMs
Mahmud, T. A., Jebreel, N., Domingo‐Ferrer, J., & Sánchez, D. (2025) · Neural Networks · doi:10.1016/j.neunet.2025.107879 · Cited by 4
“…processing (NLP), excelling in various tasks such as question answering (Khashabi et al., 2020), translation (Lewis et al., 2020), and text generation (Lewis et al., 2020), as well as more complex applications such as education (Malinka et al., 2023) and recommendation (Manzoor et al., 2024).”
Kluza, K., Grzesiak, M., Śliż, P., Szała, L., Suchenia, A., Suchenia, K., & Moszyński, M. (2025) · Lecture notes in business information processing · doi:10.1007/978-3-032-02936-2_25 · Cited by 3
Korchak, A., Patarakin, E., & Costley, J. (2025) · RUDN Journal of Informatization in Education · doi:10.22363/2312-8631-2025-22-1-37-57 · Cited by 5
Hybrid Intelligence Feedback: A Model Proposal and Preliminary Study
Coşkun, A., & Er, E. (2026) · Journal of Computer Assisted Learning · doi:10.1002/jcal.70212 · Cited by 3
Generative AI in Academic Settings: Exploring ChatGPT Adoption and Implications
Lima, G. M. L., Sanchez, L. B. V., Pereira, J. D. S., Alcântara, V. D. C., & Christino, J. M. M. (2024) · Journal of Education and Learning · doi:10.5539/jel.v13n4p144 · Cited by 3
“Malinka et al. (2023) report that Dutch students have admitted to using ChatGPT for homework.”
BackgroundCHATGPT, SMART WRITING ASSISTANT CHATBOT FOR STUDENTS: AN ANALYSIS OF ITS DRAWBACKS
Yazid, S. R., & Dzulfikri, D. (2024) · Abjadia International Journal of Education · doi:10.18860/abj.v9i1.24459 · Cited by 3
“According to earlier research, it may have been difficult to grasp the output produced by AI writing assistants (Kasneci et al., 2023; Malinka et al., 2023; Yuan et al., 2022)(Kasneci et al., 2023; Malinka et al., 2023; Yuan et al., 2022).”
ResultXinyu: An Efficient LLM-based System for Commentary Generation
Wu, Y., Tang, B., Xi, C., Yu, Y., Wang, P., Liu, Y., Kuang, K., Deng, H., Li, Z., Xiong, F., et al. (2024) · ACM SIGKDD Conference on Knowledge Discovery and Data Mining (KDD) · doi:10.1145/3637528.3671537 · Cited by 3
Defending Against AI Threats with a User-Centric Trustworthiness Assessment Framework
Kafali, E., Preuveneers, D., Semertzidis, T., & Daras, P. (2024) · Big Data and Cognitive Computing · doi:10.3390/bdcc8110142 · Cited by 6
Wang, K. S., & Lawrence, R. (2025) · ACM Technical Symposium on Computer Science Education (SIGCSE) · doi:10.1145/3641554.3701917 · Cited by 6
Analysis and Improvement of Engineering Exams Toward Competence Orientation by Using an AI Chatbot
Fuhrmann, T., & Niemetz, M. (2024) · Lecture notes in networks and systems · doi:10.1007/978-3-031-51979-6_42 · Cited by 3
Exploring the Profile of University Assessments Flagged as Containing AI-Generated Material
Gooch, D., Waugh, K., Richards, M., Slaymaker, M., & Woodthorpe, J. (2024) · ACM Inroads · doi:10.1145/3656478 · Cited by 3
“Malinka et al. [12] have tested various uses of ChatGPT— as a copy/paste tool, using an interpretation step, and as an assistant—across a range of different assessment types across four security courses.”
MethodResultInvestigating the Effects of ChatGPT on Student Learning in Programming Courses
Andalibi, M., Marriott, H., & Ozsoy, O. E. (2024) · ASEE Pacific Southwest Section Conference (PSW) · doi:10.18260/1-2--46048 · Cited by 3
ChatGPT as a Learning Tool in Business Education. Research on Students’ Motivation
Binsztok, A., Butryn, B., Hołowińska, K., Owoc, M. L., & Sobińska, M. (2024) · IFIP advances in information and communication technology · doi:10.1007/978-3-031-61069-1_7 · Cited by 3
Domenichini, D., Chiarello, F., Giordano, V., & Fantoni, G. (2024) · ACM Conference on User Modeling, Adaptation and Personalization (UMAP) · doi:10.1145/3631700.3665231 · Cited by 3
“This exploration extends to various domains, including education [12].”
BackgroundEvaluating GPT’s Programming Capability Through CodeWars’ Katas
Zhang, Z., Wen, L., Zhang, S., Chen, D., & Jiang, Y. (2024) · Lecture notes in computer science · doi:10.1007/978-981-97-5489-2_2 · Cited by 6
Patil, D. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5057430 · Cited by 4
Patil, D. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5057418 · Cited by 7
How to Automate Feedback on Diagrammatic Reasoning with a Relevant Degree of Freedom?
Brieven, G., Malcev, L., & Donnet, B. (2025) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon62633.2025.11016495 · Cited by 2
“1 : Some students might rely on external assistance, such as AI tools (e.g., ChatGPT [23]), plagiarism [24] 3 , or contract cheating [26] 4 .”
Performance of ChatGPT on optometry and vision science exam questions
Yoshioka, N., Honson, V., Mani, R., Oberstein, S. L., Watt, K., & Maseedupally, V. (2025) · Ophthalmic and Physiological Optics · doi:10.1111/opo.13544 · Cited by 3
“In contrast, LLMs are reportedly utilised within the classroom to improve student learning outcomes, 20–24 and are tools that may both elevate teaching and learning practices and address educational inequity.”
InfluentialDiscutido, R. A. (2025) · International Journal of Multidisciplinary Applied Business and Education Research · doi:10.11594/ijmaber.06.09.02 · Cited by 6
Ada, M. B. (2025) · ACM Transactions on Computing Education · doi:10.1145/3777904 · Cited by 3
Metin, S. (2025) · İnönü University International Journal of Social Sciences (INIJOSS) · doi:10.54282/inijoss.1763596 · Cited by 2
The Impact of AI Tools on the Student Programming Experience: Interactions, Attitudes & Perceptions
Tadimalla, S. Y., Maher, M. L., Najjar, N. A., & Simon, C. (2025) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie63693.2025.11328137 · Cited by 2
Adoption of Generative AI in Higher Education: Perceptions of Journalism Students
Alonso-Muñoz, L., & Casero-Ripollés, A. (2026) · Information · doi:10.3390/info17020189 · Cited by 2
“Among the primary concerns of educators regarding Gen AI is the possibility of students using it dishonestly, for example, for cheating [10,13] or plagiarism [14,15].”
Use of ChatGPT as a supplemental learning tool in mathematics
Sosas, M. R. D., Fat, A. F. G., Dangculos, J. M. M., Anoba, H. R. P., Remiscal, C. G., & Aleguen, J. M. (2026) · Contemporary Mathematics and Science Education · doi:10.30935/conmaths/17989 · Cited by 6
“This perspective highlights the importance of responsible integration, particularly in mathematics, where the risk of compromising academic ethics and creativity remains a concern (Malinka et al., 2023).”
From Code Generation to Conceptual Learning: Student Use of LLMs in a Web Programming Course
Isa, H.-Y., Weston, M., Wellyanto, M. R., Karna, I., Talton, J. O., & Kumar, R. (2026) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3772318.3793207 · Cited by 2
Interacting with chat GPT: Impact on students and teaching-learning
MALIK, N. (2024) · Sigma Journal of Engineering and Natural Sciences – Sigma Mühendislik ve Fen Bilimleri Dergisi · doi:10.14744/sigma.2023.00147 · Cited by 2
Are You Creative? What College-Level English Language Learners Think of AI Writing Assistants
Syabilla, Z. F., Romadhon, M. G. E., & Mustofa, M. (2023) · Voices of English Language Education Society · doi:10.29408/veles.v7i3.21209 · Cited by 4
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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