The DOI matches its Crossref record; 84 of the 84 references it cites were found in a registry or an index.
ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?
Open accessAbstract
ChatGPT is the world’s most advanced chatbot thus far. Unlike other chatbots, it can create impressive prose within seconds, and it has created much hype and doomsday predictions when it comes to student assessment in higher education and a host of other matters. ChatGPT is a state-of-the-art language model (a variant of OpenAI’s Generative Pretrained Transformer (GPT) language model) designed to generate text that can be indistinguishable from text written by humans. It can engage in conversation with users in a seemingly natural and intuitive way. In this article, we briefly tell the story of OpenAI, the organisation behind ChatGPT. We highlight the fundamental change from a not-for-profit organisation to a commercial business model. In terms of our methods, we conducted an extensive literature review and experimented with this artificial intelligence (AI) software. Our literature review shows our review to be amongst the first peer-reviewed academic journal articles to explore ChatGPT and its relevance for higher education (especially assessment, learning and teaching). After a description of ChatGPT’s functionality and a summary of its strengths and limitations, we focus on the technology’s implications for higher education and discuss what is the future of learning, teaching and assessment in higher education in the context of AI chatbots such as ChatGPT. We position ChatGPT in the context of current Artificial Intelligence in Education (AIEd) research, discuss student-facing, teacher-facing and system-facing applications, and analyse opportunities and threats. We conclude the article with recommendations for students, teachers and higher education institutions. Many of them focus on assessment.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
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?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“The advent of GenAI has unveiled a plethora of threats to higher education and the broader societal fabric, encompassing concerns over authorship, copyright infringement, and the potential for misuse in activities such as spamming, disseminating fake news, creating malware, and hacking (Marcus, 2023;Rudolph et al., 2023aRudolph et al., , 2023b)).”
From Higher Education's Generative Artificial Intelligence Paradox: The Meaning of Chatbot Mania (2024) · cites this paper as Rudolph et al., 2023a
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“It is considered by many as the most powerful AI tool ever crated [9].”
From New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution (2023) · cites this paper as [9]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“While AI technology offers promising ability for personalized learning experiences, efficient assessment, and adaptive feedback, it also presents novel challenges to the dynamics of the traditional educational bond [9].”
From New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution (2023) · cites this paper as [9]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“The diverse learning trajectories observed in these cases illustrate how AI tools can facilitate non-linear, adaptive learning processes by enabling students to dynamically integrate new information with prior knowledge and external resources [15, 16].”
From Scaffolding Creativity: Integrating Generative AI Tools and Real-World Experiences in Business Education (2025) · cites this paper as [16]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“It is more student-friendly and can provide more need-based assistance than other AWE tools, as suggested by Guo et al. (2022) and Rudolph et al. (2023).”
From Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study (2024) · cites this paper as Rudolph et al. (2023)
Experimental — accuracy not yet measured
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“On the other hand, the promotion of learner autonomy and peer collaboration are similar to findings in the AWE literature (Dai et al., 2023;Rudolph et al., 2023).”
From Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study (2024) · cites this paper as Rudolph et al., 2023
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“GPT-3's training on a vast corpus of 45 terabytes of text, sourced from a variety of internet-based entities like Common Crawl and Wikipedia, set a precedent for the scale of data utilised in AI development (Brown et al., 2020;Rudolph et al., 2023a).”
From Higher Education's Generative Artificial Intelligence Paradox: The Meaning of Chatbot Mania (2024) · cites this paper as Rudolph et al., 2023a
The cited source says what the claim attributes to it.
In the citing paper
“They highlight the transformative potential of generative AI in revolutionizing academic practices but also caution about its ability to facilitate academic dishonesty, such as through generating test answers [25].”
From Generative AI and Academic Integrity in Higher Education: A Systematic Review and Research Agenda (2025) · cites this paper as [25]
The cited source says what the claim attributes to it.
In the citing paper
“They highlight the transformative potential of generative AI in revolutionizing academic practices but also caution about its ability to facilitate academic dishonesty, such as through generating test answers [25].”
From Generative AI and Academic Integrity in Higher Education: A Systematic Review and Research Agenda (2025) · cites this paper as [25]
In the citing paper
“However, concerns have been raised about ethical consideration and decreased reliability of the existing examinations.”
From Developing Medical Education Curriculum Reform Strategies to Address the Impact of Generative AI: Qualitative Study (2023) · cites this paper as [8]
In the citing paper
“On the other hand, the impact of GAI on education is disputed [6], with studies raising concerns about the ethical considerations of ChatGPT [7], evaluation practices [8], scientific integrity [9], and potential negative effects on students’ higher order thinking skills [10].”
From Developing Medical Education Curriculum Reform Strategies to Address the Impact of Generative AI: Qualitative Study (2023) · cites this paper as [8]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Language Models are Few-Shot Learners
Brown, T. B., Mann, B., Ryder, N., Subbiah, M., Kaplan, J., Dhariwal, P., Neelakantan, A., Shyam, P., Sastry, G., Askell, A., et al. (2020) · arXiv · doi:10.48550/arxiv.2005.14165 · Cited by 23,372
Searle, J. R. (1980) · Behavioral and Brain Sciences · doi:10.1017/s0140525x00005756 · Cited by 6,954
Teaching for quality learning at university
Boulton‐Lewis, G. M. (2008) · Faculty of Education · Cited by 4,926
Kung, T. H., Cheatham, M., ChatGPT, Medenilla, A., Sillos, C., De Leon, L., Elepaño, C., Madriaga, M., Aggabao, R., Diaz-Candido, G., et al. (2022) · doi:10.1101/2022.12.19.22283643 · Cited by 4,115
Kung, T. H., Cheatham, M., Medenilla, A., Sillos, C., De Leon, L., Elepaño, C., Madriaga, M., Aggabao, R., Diaz-Candido, G., Maningo, J., et al. (2023) · PLOS Digital Health · doi:10.1371/journal.pdig.0000198 · Cited by 4,115
GPT-3: Its Nature, Scope, Limits, and Consequences
Floridi, L., & Chiriatti, M. (2020) · Minds and Machines · doi:10.1007/s11023-020-09548-1 · Cited by 2,519
Superintelligence: Paths, Dangers, Strategies
Robert, C. (2017) · CHANCE · doi:10.1080/09332480.2017.1302723 · Cited by 1,756
What is assessment for learning
Wiliam, D. (2011) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2011.03.001 · Cited by 1,282
Homo Deus: A Brief History of Tomorrow
Harari, Y. N. (2015) · Cited by 1,267
Gao, C. A., Howard, F. M., Markov, N. S., Dyer, E. C., Ramesh, S., Luo, Y., & Pearson, A. T. (2022) · doi:10.1101/2022.12.23.521610 · Cited by 1,099
Research works printed but not linked: 16
- [11]11. Aydın (Ed.), Emerging computer technologies 2 (pp. 22-31). İzmir Akademi Dernegi.
- [15]15. Bender, E. M., Gebru, T., McMillan-Major, A., & Shmitchell, S. (2021, March). On the dangers of stochastic parrots: Can language models be too big? In Proceedings of the 2021 ACM conference on fairness, accountability, and transparency (pp. 610-623).
- [30]30. Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2023, January 10). Chatting and cheating. Ensuring academic integrity in the era of ChatGPT. Preprint. https://doi.org/10.35542/osf. io/mrz8h D'Agostino, S. (2022, October 26). Machines can craft essays. How should writing be taught now? Inside Higher Ed, https:// www.insidehighered.com/news/2022/10/26/machines-can- craft-essays-how-should-writing-be-taught-now · DOI
- [45]45. Gilson, A., Safranek, C., Huang, T., Socrates, V., Chi, L., Taylor, R. A., & Chartash, D. (2022). How well does ChatGPT do when taking the medical licensing exams? The Implications of large language models for medical education and knowledge assessment. Preprint. medRxiv.
- [59]59. Heyward, E. (2022, May 16). Using AI to write essays isn't cheating, student says. Canta, (5), pp. 6-7. https://www. canta.co.nz/newsarticle/115524?newsfeedId=1453013
- [60]60. hooks, b. (2010). Teaching critical thinking. Routledge.
- [61]61. Huh, S. (2023). Are ChatGPT's knowledge and interpretation ability comparable to those of medical students in Korea for taking a parasitology examination?: A descriptive study. Journal of Educational Evaluation for Health Professions, 20(1), https://doi.org/10.3352/jeehp.2023 · DOI
- [62]62. Jiao, W., Wang, W., Huang, J., Wang, X., & Tu, Z. (2023, January 3). Is ChatGPT a good translator? A preliminary study. Preprint. https://wxjiao.github.io/downloads/tech_ chatgpt_arxiv.pdf
- [77]77. Kurzweil, R. (2005). The singularity is near. Viking Penguin.
- [79]79. Lim, V. F. (2022, December 16). ChatGPT raises uncomfortable questions about teaching and classroom learning. The Straits Times, https://www.straitstimes.com/opinion/need- to-review-literacy-assessment-in-the-age-of-chatgpt Liquid Ocelot (2023, January 2). ChatGPT-4, the newest and most advanced AI system, might prompt a major shift in the way we communicate. Medium, https://medium.com/ inkwater-atlas/chatgpt-4-the-newest-and-most-advanced- ai-system-might-prompt-a-major-shift-in-the-way-we- fd764f97212c
- [103]103. Nisar, S., & Aslam, M. S. (2023, January 14). Is ChatGPT a good tool for T&CM students in studying pharmacology? Preprint. https://ssrn.com/abstract=4324310
- [105]105. O'Connor, S. & ChatGPT (2023). Open artificial intelligence platforms in nursing education: tools for academic progress or abuse? Nurse Education in Practice, 66, 103537. https:// doi.org/10.1016/j.nepr.2022.1 · DOI
- [109]109. Parker, M., Rudolph, J., Shukaitis, S., & Tan, S. (2021). Strategic utopianism and the avoidance of dualisms: An interview with Martin Parker. Journal of Applied Learning and Teaching, 4(Sp. Iss. 1), 60-73. https://doi.org/10.37074/jalt.2021.4.s1. · DOI
- [115]115. Radford, A., Narasimhan, K., Salimans, T., & Sutskever, I. (2018). Improving language understanding by generative pre- training. Preprint. https://cdn.openai.com/research-covers/ language-unsupervised/language_understanding_paper. pdf
- [120]120. M.Ed. dissertation, University of Adelaide].
- [162]162. Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence
Cited by
Sorted by citations
Items 901–1,000 of 1,031
Development of Linguistic Competence in English for Specific Purposes Through ChatGPT: A Case Study
Enamorado, M. Á. J. (2025) · Journal of language and Education · doi:10.17323/jle.2025.23745 · Cited by 17
Zhang, Y. (2025) · European Journal of Education · doi:10.1111/ejed.70142 · Cited by 7
Kotsis, K. Τ. (2025) · European Journal of Contemporary Education and E-Learning · doi:10.59324/ejceel.2025.3(3).14 · Cited by 7
A Comprehensive Scientometric Analysis of ChatGPT Research Global Trends and Future Prospects
Monib, W. K., Qazi, A., Jain, J., & Ponniah, L. (2025) · TechTrends · doi:10.1007/s11528-025-01110-z · Cited by 2
Responses to the Initial Hype: ChatGPT Supporting Teaching, Learning, and Scholarship?
Cefa, B., Macgilchrist, F., ElGamal, H., Bai, J. Y. H., Zawacki‐Richter, O., & Loglo, F. S. (2025) · Open Praxis · doi:10.55982/openpraxis.17.2.872 · Cited by 10
Artificial Intelligence and Multiliteracies: Preparing Learners for a Technologically Evolving World
Apata, S. B., Owojori, O. M., Shogbesan, Y. O., & Ugom, M. K. (2025) · International Journal of New Education · doi:10.24310/ijne.15.2025.21332 · Cited by 6
Using Generative AI in Higher Education: A Guide for Instructors
Gimpel, H., Hall, K., Decker, S., Eymann, T., Gutheil, N., Lämmermann, L., Braig, N., Maedche, A., Röglinger, M., Ruiner, C., et al. (2025) · Journal of Information Systems Education · doi:10.62273/qllg7172 · Cited by 16
“The emergence of new educational technologies often arouses strong emotions, from doomsday predictions to endless euphoria (Rudolph et al., 2023).”
Huang, Y., & Wang, H. (2025) · Learning and Motivation · doi:10.1016/j.lmot.2025.102180 · Cited by 7
Perception vs reality: a multi-level framework for analyzing user perceptions of LLM-based chatbots
Liu, Y.-K., & Rau, P.-L. P. (2025) · Information Technology & People · doi:10.1108/itp-03-2024-0403 · Cited by 5
Research on ChatGPT in education in Asia: a bibliometric analysis (2022–2025)
Irwanto, I. (2025) · Discover Artificial Intelligence · doi:10.1007/s44163-025-00505-4 · Cited by 12
“Through a comprehensive review of existing literature, Rudolph et al. [17], with 792 citations (264 per year), provide a concise overview of OpenAI’s evolution and the organization [17] https://doi.org/10.37074/jalt.2023.6.1.9 J. Appl.”
InfluentialThe potential of AI-generated feedback from the students’ perspective: a systematic review
Öztürk, Y., & Çebi, A. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2588385 · Cited by 7
Nikolic, S., Vu, B. A., Di, Y., Heath, A. W., Phung, S. L., Lu, X., Hastie, D. B., Islam, M. R., Tran, L. C., & Stappenbelt, B. (2026) · STEM Education · doi:10.3934/steme.2026004 · Cited by 7
Wu, S., Firdaus, R. B. R., Wang, Y., & Kamsi, N. S. (2026) · SAGE Open · doi:10.1177/21582440261423292 · Cited by 6
Cox, G., Willmers, M., Brown, R., & Held, M. F. G. (2024) · Mousaion South African Journal of Information Studies · doi:10.25159/2663-659x/15331 · Cited by 6
Humanising Peer Review with Artificial Intelligence: Paradox or Panacea?
Crawford, J., Allen, K., & Lodge, J. M. (2024) · Journal of University Teaching and Learning Practice · doi:10.53761/xeqvhc70 · Cited by 7
“…comments on articles may yield some generally acceptable comments, but they are limited to analysis using a finite corpus of knowledge, and a corpus of knowledge that evidence to date tells us is biased towards prototypicality and hegemonic views (Newstead et al., 2023; Rudolph et al., 2023).”
BackgroundLee, S. C., & Kang, K. (2024) · Journal of Curriculum and Evaluation · doi:10.29221/jce.2024.27.1.133 · Cited by 7
Generative Artificial Intelligence Policy for Academic Literacy in South African Higher Education
Kruger-Roux, H., & Alberts, R. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-1054-0.ch001 · Cited by 6
Future Prospects of ChatGPT in Higher Education
Phutela, N., Grover, P., Singh, P., & Mittal, N. (2024) · International Conference on Reliability, Infocom Technologies and Optimization (Trends and Future Directions) (ICRITO) · doi:10.1109/icrito61523.2024.10522294 · Cited by 9
“The need of the hour is to carefully and critically analyse the possible pros and cons associated with the usage of language models (LLMs) [10],[11].”
BackgroundLeveraging ChatGPT for Personalized Learning: A systematic Review in Educational Settings
Sreen, A. H. S., & Majid, M. H. M. (2024) · Amandemen Journal of Learning Teaching and Educational Studies · doi:10.61166/amd.v2i1.72 · Cited by 6
Impact of Generative Artificial Intelligence on Journalism: Practice and Deontology
Harb, W. A. M., & Qabajeh, M. (2024) · Springer eBooks · doi:10.1007/978-3-031-63153-5_18 · Cited by 7
Torrato, J. B., Pillar, G. A., Robledo, D. A., Aguja, S. E., & Prudente, M. S. (2024) · International Conference on e-Education, e-Business, e-Management and e-Learning · doi:10.1145/3670013.3670058 · Cited by 7
Levy‐Nadav, L., Shamir‐Inbal, T., & Blau, I. (2024) · Lecture notes in computer science · doi:10.1007/978-3-031-72312-4_14 · Cited by 7
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”
Exploring the Role of ChatGPT in Science Education for Asia-Pacific and Beyond: a Systematic Review
Park, H. K., & Martin, S. N. (2024) · Asia-Pacific Science Education · doi:10.1163/23641177-bja10079 · Cited by 9
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
AI's Secret Weapon in Education. ChatGPT – The Future of Personalized Learning
Popescu, A. (2024) · Bulletin of the Transilvania University of Brasov Series V Economic Sciences · doi:10.31926/but.es.2023.16.65.2.5 · Cited by 10
Matheis, P., & Jacob-John, J. (2024) · Advances in educational marketing, administration, and leadership book series · doi:10.4018/979-8-3693-0240-8.ch008 · Cited by 7
AI and Organizational Transformation:Anthropological Insights into Higher Education
Molek, N. (2023) · Izzivi prihodnosti · doi:10.37886/ip.2023.007 · Cited by 10
Saraswati, A. R., Karmina, V. A., Efendi, M. P., Candrakanti, Z., & Rakhmawati, N. A. (2023) · Jurnal Pendidikan Bahasa dan Budaya · doi:10.55606/jpbb.v2i4.2223 · Cited by 6
Al-Moghrabi, K. G., & Al-Ghonmein, A. M. (2024) · Bulletin of Electrical Engineering and Informatics · doi:10.11591/eei.v13i3.7237 · Cited by 10
“Implementing ChatGPT in e-learning can potentially transform how education is approached, making it more accessible, engaging, and effective for students of diverse ages and backgrounds [9].”
BackgroundYue, L., & Qi, C. (2023) · International Workshop on Artificial Intelligence and Education (WAIE) · doi:10.1109/waie60568.2023.00019 · Cited by 6
“…be integrated into many educational processes, such as automating the teaching processes, creating teaching plans, assessing students’ work, facilitating research [7], and even functioning as an intelligent tutoring system, simulating a human tutor to provide real-time assistance to students [8].”
BackgroundResultComplex QA and language models hybrid architectures, SurveyPreprint
Daull, X., Bellot, P., Bruno, E., Martin, V., & Murisasco, É. (2023) · arXiv (Cornell University) · doi:10.48550/arxiv.2302.09051 · Cited by 32
Let’s Do It Ourselves: Ensuring Academic Integrity in the Age of ChatGPT and BeyondPreprint
Azoulay, R., Hirst, T., & Reches, S. (2023) · doi:10.36227/techrxiv.24194874.v1 · Cited by 6
Procko, T., Davidoff, A., Elvira, T., & Ochoa, O. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4594836 · Cited by 6
Segal, M. (2024) · Journal of Elder Abuse & Neglect · doi:10.1080/08946566.2024.2364208 · Cited by 6
“Launched on November 30, 2022, by OpenAI, Chat-GPT (Generative Pre-trained Transformer) is an advanced conversational model designed to generate text that is indistinguishable from human writing (Jürgen et al., 2023).”
Kohnke, L. (2025) · Springer eBooks · doi:10.1007/978-3-031-51447-0_100-1 · Cited by 6
Amaya, E. A. V., Zavaleta, A. R. S., Luján, I. G. V., López, E. G., Reyna, J. T., & Gonzales, J. D. R. (2025) · International Journal of Learning, Teaching and Educational Research · doi:10.26803/ijlter.24.12.6 · Cited by 6
Choudhury, A., & Shamszare, H. (2023) · doi:10.2196/preprints.47184 · Cited by 473
Lv, P., Wang, X., Nie, Y., Wu, R., & Wang, L. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1633686 · Cited by 5
“For example, in terms of emotional experience, Rudolph et al. found that learners were ambivalent about using GenAI, relying on its efficiency but also experiencing anxiety due to a sense of “cheating” (Rudolph and Tan, 2023).”
PLOS-LLM: Can and should AI enable a new paradigm of scientific knowledge sharing?
Hughes, R., & van Heerden, A. (2024) · PLOS Digital Health · doi:10.1371/journal.pdig.0000501 · Cited by 9
Using AI to expand the “Toolbox” for EAP writing instruction
van de Poel, K., & Gasiorek, J. (2024) · AILA Review · doi:10.1075/aila.24029.van · Cited by 7
Dialogues with artificial intelligence: Exploring medical students’ perspectives on ChatGPT
Başaran, M., & Duman, C. (2024) · Medical Teacher · doi:10.1080/0142159x.2024.2438766 · Cited by 9
“The development of ChatGPT ’ s ability to provide personalized and accurate responses has become a significant need [99].”
El fomento de la integridad académica en tiempos de la inteligencia artificial generativa
Martínez, A. C. I. (2024) · DOCENCIA Y DERECHO · doi:10.21071/redd.vi24.18057 · Cited by 5
Ellison, C., Coulby, C., Saunders, S., Lindsay, R., & Hands, C. (2026) · Perspectives: Policy and Practice in Higher Education · doi:10.1080/13603108.2025.2505883 · Cited by 5
The Impact of AI and ChatGPT on Bangladeshi University Students: A Machine Learning Approach
Islam, M. T., Akhi, A. B., Rahman, M. M., Tuhin, H. H., Kayum, M. A., & Hasan, M. U. (2025) · International Conference on Electrical, Computer and Communication Engineering · doi:10.1109/ecce64574.2025.11014010 · Cited by 7
Postdigital Citizenship Education and Argumentation: Can AI Support Students’ Critical Literacy?
Rapanta, C. (2025) · Globalisation, comparative education and policy research · doi:10.1007/978-3-031-86145-1_5 · Cited by 6
Assessing Tourism and Hospitality Students’ Intention to Use ChatGPT
Wong, C. U. I., Ren, L., Chen, P., Chen, X., & Zhang, H. (2025) · Journal of Hospitality & Tourism Education · doi:10.1080/10963758.2025.2499942 · Cited by 6
“Whether it is ethical or meticulously accurate is not a main concern (Rudolph et al., 2023).”
Sultan, H. M., Sam, B. J., & Pillai, R. R. (2025) · Teaching and learning in nursing · doi:10.1016/j.teln.2025.06.010 · Cited by 5
Mutlu, A. K. (2025) · Journal of Education for Students Placed at Risk (JESPAR) · doi:10.1080/10824669.2025.2579972 · Cited by 5
Diao, Y., Wu, M., Xu, J., & Pan, Y. (2025) · JMIR Human Factors · doi:10.2196/77978 · Cited by 5
“…commercial model of NLP technology that enables high-quality natural language comprehension and generation, and its core algorithm is a transformer, a deep neural network structure based on a self-attentive mechanism with strong sequence modeling capabilities and representation learning [2-4].”
The transparency trap: Generative AI and the rise of interpretive load
Gonsalves, C. (2026) · Review of Education · doi:10.1002/rev3.70139 · Cited by 5
Xiong, Z., & Huang, Q.-M. (2026) · Scientific Reports · doi:10.1038/s41598-026-46043-6 · Cited by 4
Pairazamán, A. T. E. (2023) · Technological Innovations Journal · doi:10.35622/j.ti.2023.04.002 · Cited by 5
Sommer, B., & von Querfurth, S. (2024) · AMBIO · doi:10.1007/s13280-024-01997-7 · Cited by 5
“According to media reporting, many people already use AI chatbots to produce texts they need for lectures, homework, presentations or similar purposes (Rudolph et al. 2023).”
The SEARCH for AI-Informed Wellbeing Education: A Conceptual Framework
Allen, K., Kern, M. L., Crawford, J., Cowling, M., Vo, D. T., & Waters, L. E. (2024) · Springer eBooks · doi:10.1007/978-3-031-46238-2_14 · Cited by 4
Chatbots: An Overview of Current Issues and Challenges
Fritsch, T. (2024) · Lecture notes in networks and systems · doi:10.1007/978-3-031-53960-2_7 · Cited by 6
Empowering Education: ChatGPT’s Role in Teaching and Learning Statistics and Data Analytics
Pan, Y., & Gu, J. N. (2023) · International Journal of Technology in Teaching and Learning · doi:10.37120/ijttl.2023.19.1.02 · Cited by 8
“…of using ChatGPT in an educational setting, such as response bias and inaccurate information (Lund & Wang, 2023; Gill et al., 2024), plagiarism (Geeling et al., 2023; Rudolph et al., 2023, Cribben and Zeinali ,2023), digital divide (Gill et al., 2024), and data privacy (Lund & Wang, 2023).”
MethodChatGPT, a Helpful Scaffold or a Debilitating Crutch for Academic Writing?
Mahdi, R., Salehi, H., & Tabatabaei, O. (2024) · International and National Conference on E-Learning and E-Teaching (ICeLeT) · doi:10.1109/icelet62507.2024.10493087 · Cited by 9
“ChatGPT is generally viewed as an innovative tool that helps students in fulfilling their academic tasks and evaluations [17].”
BackgroundUnveiling the Layers: Analyzing ChatGPT Implementations in Turkish State Universities
Ulum, Ö. G. (2024) · Base for Electronic Educational Sciences · doi:10.29329/bedu.2024.651.7 · Cited by 5
Combating ChatGPT-Based Programming Test Cheating — An Evaluation Using Public Problems
Dang, T. T., Ling, H.-C., & Tran, N. Q. (2024) · International Conference on Computer Science and Technologies in Education (CSTE) · doi:10.1109/cste62025.2024.00037 · Cited by 5
“For instance, it has been found that ChatGPT introduces numerous difficulties in assessments relying on essay writing [14].”
BackgroundLam, N. T. H., & Diep, L. T. N. (2024) · AsiaCALL Online Journal · doi:10.54855/acoj.241524 · Cited by 7
CHATGPT IN COMMUNICATION: A SYSTEMATIC LITERATURE REVIEW
Batubara, M. H., Nasution, A. K. P., NURMALINA, & Rizha, F. (2024) · Applied Computer Science · doi:10.35784/acs-2024-31 · Cited by 10
Real Customization or Just Marketing: Are Customized Versions of Generative AI Useful?
Garrido‐Merchán, E. C., Barrigüete, J. L. A., Borrás-Pala, F., Escobar-Torres, L., Zorita, C. M. D. I., Ortiz-Lozano, J. M., & Vieites, A. R. (2024) · F1000Research · doi:10.12688/f1000research.153129.3 · Cited by 5
Yang, Y., Yang, M., & Luo, J. (2024) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-83608-852-320241012 · Cited by 5
Generative Artificial Intelligence and the 4C Learning Skills for the 21st Century
Türker, P. M., & Öztürk, M. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-7220-3.ch011 · Cited by 7
Yükseköğretimde Yapay Zekâ: Öğretim, Araştırma ve Topluma Hizmet Açısından Bakış
Akşab, Ş., & Seggie, F. N. (2024) · Eğitimde Kuram ve Uygulama · doi:10.17244/eku.1457088 · Cited by 5
Evaluación de competencias geográficas permitiendo el uso discente de la IA generativa
Hernández, C. M. (2025) · Interdisciplinary journal of didactics · doi:10.14198/ijd.28999 · Cited by 9
A Genre, Scoring, and Authorship Analysis of AI-Generated and Human-Written Refusal Emails
Wilson, W., & Rose, H. (2025) · Business and Professional Communication Quarterly · doi:10.1177/23294906251322890 · Cited by 8
Okulich-Kazarin, V. (2025) · Sustainability · doi:10.3390/su17062747 · Cited by 5
“A follow-up paper [55] received 711 citations.”
Ruiz, M. U., Gecolea, J. P., Alcala, L. B. M., Gregana-Alcaraz, M. J. V., & Niegas, A. M. (2025) · International Conference on e-Education, e-Business, e-Management and e-Learning · doi:10.1109/ic4e65071.2025.11075295 · Cited by 5
“These challenges often intensify existing disparities among institutions and students, especially in lower-income regions (Selwyn, 2019) and it also warns against uncritical adoption due to issues such as biases and concerns regarding academic integrity (Kasneci et al., 2023; Rudolph et al., 2023).”
ChatGPT: discussion in Russian academia and media
Sibagatulina, A. (2023) · Hipertext net Revista Académica sobre Documentación Digital y Comunicación Interactiva · doi:10.31009/hipertext.net.2023.i26.02 · Cited by 5
ЗАСТОСУВАННЯ CHATGPT У НАВЧАННІ ФІЗИКИ БАКАЛАВРІВ ТЕХНІЧНОГО УНІВЕРСИТЕТУ
Подласов, С. О., & Матвійчук, О. В. (2023) · Information Technologies and Learning Tools · doi:10.33407/itlt.v97i5.5374 · Cited by 12
Stack, M. (2023) · E-Journal of Humanities Arts and Social Sciences · doi:10.38159/ehass.20234127 · Cited by 5
Sperl, L., Breier, C. M., Grießbach, E., & Schweinberger, S. R. (2023) · Higher Education Research & Development · doi:10.1080/07294360.2023.2287724 · Cited by 6
Exploring the Use of ChatGPT as a Tool for Developing Eportfolios in ESL Classrooms
Anh, L. N. N., Vu, N. N., Nguyen, M. T.-X., & Bo, L. K. (2024) · EAI/Springer Innovations in Communication and Computing · doi:10.1007/978-3-031-50139-5_3 · Cited by 8
Pemanfaatan ChatGPT di Kalangan Mahasiswa: Sebuah Tinjauan Etika Teknologi dalam Perspektif Filsafat
Yahya, R. N., Azizah, S. N., & Herlambang, Y. T. (2024) · UPGRADE Jurnal Pendidikan Teknologi Informasi · doi:10.30812/upgrade.v1i2.3481 · Cited by 5
Design and Application of Intelligent Assisted Learning System for Higher Education Students
Lin, Y. (2024) · Journal of Electrical Systems · doi:10.52783/jes.3114 · Cited by 5
Oliver, W. H. (2024) · Verbum et Ecclesia · doi:10.4102/ve.v45i1.3170 · Cited by 6
Exploring the Possibilities of ChatGPT in Students’ Assignments: Some Simple Experiences
Arjona-Giner, S., Molina-Carmona, R., & Largo, F. L. (2024) · Lecture notes in educational technology · doi:10.1007/978-981-97-1814-6_86 · Cited by 5
Mas’odi, M., Ramadhani, D. D., Santoso, C. R., Agustin, F. W., & Darmayanti, R. (2024) · Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat · doi:10.61650/jip-dimas.v2i2.636 · Cited by 5
English Education Students' Perception of the Use of ChatGPT in Writing Articles
Hasanah, U., & Nurcholis, I. A. (2024) · Pubmedia Jurnal Pendidikan Bahasa Inggris · doi:10.47134/jpbi.v1i2.298 · Cited by 5
DEMASQ: Unmasking the ChatGPT Wordsmith
Kumari, K., Pegoraro, A., Fereidooni, H., & Sadeghi, A. (2024) · Network and Distributed System Security Symposium · doi:10.14722/ndss.2024.241190 · Cited by 10
The Mediating Effect of Academic Performance on ChatGPT Satisfaction in University Students
Gutiérrez-Aguilar, O., Huarsaya-Rodriguez, E., & Duche-Pérez, A. B. (2024) · Lecture notes in networks and systems · doi:10.1007/978-3-031-52258-1_26 · Cited by 5
Comrie, D. (2023) · medRxiv · doi:10.1101/2023.04.17.23288681 · Cited by 5
Let's Do It Ourselves: Ensuring Academic Integrity in the Age of ChatGPT and BeyondPreprint
Azoulay, R., Hirst, T., & Reches, S. (2023) · doi:10.36227/techrxiv.24194874 · Cited by 5
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
Rethinking Assessment in Higher Education in the Age of Generative AI
Sol, K., Sok, S., & Heng, K. (2025) · Springer eBooks · doi:10.1007/978-981-13-2262-4_327-1 · Cited by 5
What undergraduate students need to know and actually know about generative AI
Rismanchian, S., Babar, E. T. R., & Doroudi, S. (2026) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2026.100554 · Cited by 5
Mohammed, C., & Sarjusingh, W. (2024) · 2024 IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie61694.2024.10893028 · 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
“Despite these advantages, scholars have raised substantial ethical concerns, including academic dishonesty, over reliance on AI, misinfor-mation, and unfair assessment practices (Rudolph et al., 2023; Sok & Heng, 2023).”
Mukunya, D., Nantale, R., Kayemba, F., Ajalo, E., Pangholi, K., Babuya, J., Akuu, S. L., Namiiro, A. M., Tweheyo, R., Ekak, S., et al. (2025) · MedEdPublish · doi:10.12688/mep.20554.3 · Cited by 4
The Power and Perils of AI-Driven Assessment in Higher Education
LaFrance, J. A. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3693-7873-1.ch010 · Cited by 4
Exploring Teachers’ Beliefs About ChatGPT in Arts Education
Kladaki, M., Κώστας, Α., & Alexopoulos, P. (2025) · Education Sciences · doi:10.3390/educsci15070795 · Cited by 7
Essien, A. E., Crawford, J., & Kremantzis, M. D. (2025) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2025.8.2.5 · Cited by 5
Karayianni, I., Klidas, A. K., & Karakitsou, C. (2025) · TechTrends · doi:10.1007/s11528-025-01124-7 · Cited by 8
“…abilities can enhance learning efficiency, as students adopt it for 24/7 tutoring, real-time feedback (Kayalı et al., 2023; Rospigliosi, 2023; Rudolph et al., 2023; Strzelecki, 2023), text composition, concept clarification, and information summarization (Crompton & Burke, 2024; van Dis et…”
Wu, B., He, Y.-N., Song, Y., & Li, H.-H. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2538750 · Cited by 4
“As Rudolph et al. (2023) pointed out, it supported research on the same topic from multiple perspectives.”
Ghorbanzadeh, D., Chandra, T., Alhitmi, H. K., Khan, M. A., Prasad, K., & Rahehagh, A. (2025) · Asia-Pacific Journal of Business Administration · doi:10.1108/apjba-03-2025-0172 · Cited by 5
Santiago, C. M. (2025) · Educational Action Research · doi:10.1080/09650792.2025.2568018 · Cited by 7
Kong, P. (2025) · European Journal of Education · doi:10.1111/ejed.70275 · Cited by 6
What’s the rush? Temporality, anxiety, and the pursuit of immediacy with generative AI
Hou, Y. (2025) · Teaching in Higher Education · doi:10.1080/13562517.2025.2571914 · Cited by 6
Metadata
- Authors
- Rudolph, J., Tan, S., & Tan, S.
- Venue
- Journal of Applied Learning & Teaching
- Publisher
- Open Access Publishing Association
- Published
- 2023-01-25
- Volume
- 6
- Issue
- 1
- ISSN
- 2591-801X (ISSN-L)
- OpenAlex
- W4317910584
- Semantic Scholar
- 9460f9fbc532416c8ec39591577032a5fa4a79b3
- Cited by
- 1,806
- References
- 84
- Citations by year
- 2026: 258 · 2025: 481 · 2024: 648 · 2023: 418
- FWCI
- 424.07
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- other-oa
- Locations
- Journal of Applied Learning & Teaching (publishedVersion, other-oa)
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Social Sciences › Education › Academic integrity and plagiarism
- Keywords
- ChatGPT, generative AI, student assessment, higher education, AI chatbots, artificial intelligence in education, OpenAI, future of teaching and learning, academic integrity
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
