The DOI matches its Crossref record; 10 of the 10 references it cites were found in a registry or an index.
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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In the citing paper
“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].”
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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
Cowan, C. (2004) · DARPA Information Survivability Conference and Exposition · doi:10.1109/discex.2003.1194923 · Cited by 45
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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- NL Times. 2023. Dutch Students using ChatGPT to finish homework; Teachers aren't noticing. https://nltimes.nl/2023/01/16/dutch-students-using-chatgpt-finish-homework-teachers-arent-noticing
- 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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An Exploration Into the Mechanisms and Evolution of GPT Models
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“The risk of overemphasis on standardized testing, driven by AI for assessment and grading, may narrow the educational focus, potentially neglecting creativity, critical thinking, and social skills (e.g., see: [6, 9]).”
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Nguyen, X. N.-T., Vo, S. N., & Pham, H.-A. (2024) · Lecture notes in networks and systems · doi:10.1007/978-981-97-7710-5_27 · Cited by 1
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Giarmoleo, F. V., Rocchi, M., & Ferrero, I. (2025) · SpringerBriefs in philosophy · doi:10.1007/978-3-031-85478-1_6 · Cited by 1
Safeguarding Crowdsourcing Surveys from ChatGPT through Prompt Injection
Wang, C., Freire, S. K., Zhang, M., Wei, J., Gonçalves, J., Kostakos, V., Bozzon, A., & Niforatos, E. (2025) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3757503 · Cited by 27
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“Within the educational realm [2], while the broad adoption of LLMs allows users to directly access answers to queries, it also reduces the emphasis on the learning process.”
Boz, N., & AHMETOĞULLARI, K. (2025) · Journal of Hospitality & Tourism Education · doi:10.1080/10963758.2025.2586522 · Cited by 2
Automated Formative Feedback for Short-form Writing: An LLM-Driven Approach and Adoption Analysis
Tavares, T. F., & Soares, L. P. (2025) · International Joint Conference on Neural Networks (IJCNN) · doi:10.1109/ijcnn64981.2025.11229260 · Cited by 2
“However, they can also facilitate advanced forms of cheating, which are becoming increasingly harder to identify [1]–[3].”
Critical Generative AI Literacy in Education: Inter/National Perspectives from Teacher-Research
Singh, M. J., Niú, L., & Lǐ, X.-L. (2025) · Springer eBooks · doi:10.1007/978-3-031-99804-1_21 · Cited by 1
Examining Student-ChatGPT Interactions in Programming Education
Ma, B., Chen, L., & Konomi, S. (2025) · Cognition and exploratory learning in the digital age · doi:10.1007/978-3-032-05817-1_5 · Cited by 1
Ugon, J., Pierce, C., Cain, A., & Laird, B. (2026) · Australasian Computing Education Conference · doi:10.1145/3786228.3786244 · Cited by 2
“Educators report genAI as a significant worry [10, 30, 32], and cite its existence as a key motivator for redesigning assessments [8, 26, 29, 30].”
Leveraging Survey Metadata for LLM Reasoning via Knowledge Graphs
Belyaeva, I., Carino, C., & Wang, L.-C. (2026) · Journal of Data Science · doi:10.6339/26-jds1230 · Cited by 1
How Large Language Models Shape Programming Skill Development Beyond Task Completion
Orehovački, T. (2026) · AI · doi:10.3390/ai7070252 · Cited by 1
“…research suggests that AI-supported learning can improve access to instructional support and may contribute to academic performance and higher-order learning outcomes when integrated appropriately, although concerns remain regarding superficial reliance and reduced independent reasoning [67,68].”
An analysis of AI ‐enabled authentic assessment strategy using text mining techniques
Ogunleye, B., Olayinka, O., Zakariyyah, K. I., Ajao, O., & Sharma, H. (2026) · Review of Education · doi:10.1002/rev3.70206 · Cited by 1
Peykani, P., Charles, V., Emrouznejad, A., Ghanidel, S., & Sabour, D. (2026) · Archives of Computational Methods in Engineering · doi:10.1007/s11831-026-10720-6 · Cited by 1
(2023) · Journal of Electrical Electronics Engineering · doi:10.33140/jeee.02.03.08 · Cited by 1
Inquiring Arabic-Islamic Debatable Terms to ChatGPT: Will it Take a Side?
Arifianto, M. L., Thoriquttyas, T., & Izzudin, I. F. (2023) · Digital Muslim Review · doi:10.32678/dmr.v1i1.2 · Cited by 1
“Surprisingly, these tools can be used for various purposes, from personal assistance to text analysis and generating text-based content (Malinka et al., 2023).”
BackgroundA STUDY ON THE ROLE OF TURNITIN AND CHATGPT IN THE FIELD OF EDUCATION
N, P. S. G., & Mr. Poornachandra, S. (2023) · INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT · doi:10.55041/ijsrem27257 · Cited by 1
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Faceless Adversary, Feckless Colleague: The Many Sides of ChatGPT
Bird, W. H. (2024) · Western Canadian Conference on Computing Education · doi:10.1145/3660650.3660656 · Cited by 2
“…as well: Daun and Brings [7] observe that “The current debate on ChatGPT and its impact in education is largely centered around fear", while Malinka et al. [17] note that early reaction to ChatGPT among educators was that it heralded “the end of teaching as we know it for selected disciplines”.”
BackgroundResultHow Students Learn by Validating ChatGPT Responses
Βekiari, C. N., & Demetriadis, S. (2024) · Communications in computer and information science · doi:10.1007/978-3-031-65996-6_4 · Cited by 1
USO DO CHATGPT POR ESTUDANTES ITALIANOS NA UNIVERSIDADE DEGLI STUDI DI PERUGIA-UNIPG
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“Large Language Models (LLMs) have demonstrated remarkable capabilities across a wide range of natural language processing (NLP) tasks [1]–[3].”
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Nehru, P., Devi, R., Priyadharshini, S. P., Newsheeba, M. S., Senthilkumar, M., & Anitha, R. (2025) · International Conference on Intelligent Computing, Information and Control Systems (ICOIICS) · doi:10.1109/icoiics67115.2025.11390415
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“In [4], the authors discuss the potentially significant benefits of ChatGPT to the educational system.”
Efficient Prompt Security Detection for LLM Service Deployment in Edge-Cloud Networks
Chen, W., Cui, J., Huang, W., Zhang, J., Lu, W. D., & Min, G. (2026) · IEEE Transactions on Dependable and Secure Computing · doi:10.1109/tdsc.2026.3709894
“3) We conduct comprehensive experiments under various detection strategies and workload conditions.”
Rusinova, Z., Kholodilov, A., & Artiugin, O. (2026) · Ural Symposium on Biomedical Engineering, Radioelectronics and Information Technology (USBEREIT) · doi:10.1109/usbereit70063.2026.11581222
“Models such as GPT-4, Google Gemini, and LLaMA achieve student-level results on standardized tests [1] and effectively support reading and writing tasks [2].”
Xu, B., Ang, J., Ni, X., & Zhao, L. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2697041
Ratul, M. A. I., Haque, F., Saha, P., Noor, J., & Haque, S. M. T. (2026) · ACM SIGCAS/SIGCHI Conference on Computing and Sustainable Societies (COMPASS) · doi:10.1145/3811242.3819097
Zamanifard, S., Goudarzi, S., Soleimani, M., & Robb, A. C. (2026) · Discover Education · doi:10.1007/s44217-026-01991-z
“Finally, computer science students may have greater technical familiarity with AI systems, which may increase both perceived usefulness and confidence in evaluating LLM outputs [60].”
Kulyk, S. (2026) · Academic Visions · doi:10.66556/2786-586x.58.kulyk-s
A survey on synergizing large language models and knowledge graphs for reasoning
Wang, X., Bai, H., Huang, S., Wu, G., Yang, D., Wang, S., Liao, J., Zhang, Y., Liu, M., & Liu, L. (2026) · Engineering Applications of Artificial Intelligence · doi:10.1016/j.engappai.2026.116132
Bibliometric analysis of ChatGPT in education
Sabirova, G., Zharkynbekova, S. K., Kannazarova, Z., Mamatkulov, K., Goyibova, N., Avazovna, U. S., & Shasaidova, L. (2026) · Discover Education · doi:10.1007/s44217-026-02006-7
“First, the literature on utilizing ChatGPT in educational settings is replete with research in higher education, though few studies have explored its impact on K-12 [23, 29].”
AI-enabled assessment: framework, perspective and educational outcomes
Ogunleye, B., Olayinka, O., Zakariyyah, K. I., Ajao, O., & Sharma, H. (2026) · Cogent Education · doi:10.1080/2331186x.2026.2747507
Thinking Beyond the Tool: Misuse of ChatGPT and the Future of Student Cognition
Khan, I. A. (2026) · Education & Self Development · doi:10.26907/esd.21.3.04
de Lira, H. N., Silva, V. M. L., Gonçalves, S. M. N., & de Souza, A. M. (2026) · Anais do ... Simpósio Brasileiro de Informática na Educação/Anais do Simpósio Brasileiro de Informática na Educação · doi:10.5753/sbie.2026.28406
“[Malinka et al. 2023] demonstraram que sistemas como o ChatGPT já obtêm desempenho satisfatório em avaliações típicas de cursos de graduação em Com-putação, reabrindo a pergunta sobre o que tais avaliações medem quando a geração de exercícios e a correção se tornam triviais, como relatado pela…”
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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