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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.
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“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)
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“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
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“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
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“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]
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Citations
Cites
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Pörn, R., Braskén, M., Wingren, M., & Andersson, S. (2024) · LUMAT International Journal on Math Science and Technology Education · doi:10.31129/lumat.12.3.2102 · Cited by 76
Ai-Based Chatbot Interactions and Critical Thinking Skills: An Exploratory Study
Fabio, R. A., Plebe, A., & Suriano, R. (2025) · Current Psychology · doi:10.1007/s12144-024-06795-8 · Cited by 49
“Moreover, in diverse educational settings ChatGPT can facilitate active learning by providing immediate feedback and personalized assistance, enabling students to engage more deeply with course material and develop their CT skills (Rudolph et al., 2023 ).”
Interacting with ChatGPT in essay writing: A study of L2 learners’ task motivation
Zare, J., Al‐Issa, A., & Ranjbaran, F. (2025) · ReCALL · doi:10.1017/s0958344025000035 · Cited by 70
“Such tools can provide immediate, situation-specific, and adaptive feedback (Rudolph, Tan & Tan, 2023).”
Maxwell, D., Oyarzun, B., Kim, S., & Bong, J. Y. (2025) · TechTrends · doi:10.1007/s11528-025-01109-6 · Cited by 80
Interplay of rationality and morality in using ChatGPT for academic misconduct
Zhang, L., Amos, C., & Pentina, I. (2025) · Behaviour & Information Technology · doi:10.1080/0144929x.2024.2325023 · Cited by 48
Makeleni, S., Mutongoza, B. H., & Linake, M. A. (2023) · Journal of Culture and Values in Education · doi:10.46303/jcve.2023.14 · Cited by 50
(2023) · International Research Journal of Modernization in Engineering Technology and Science · doi:10.56726/irjmets45213 · Cited by 54
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Development and validation of generative artificial intelligence attitude scale for students
Marengo, A., Karaoglan-Yilmaz, F. G., Yılmaz, R., & Ceylan, M. (2025) · Frontiers in Computer Science · doi:10.3389/fcomp.2025.1528455 · Cited by 54
Effect of Chat GPT on the digitized learning process of university students
Castillo, A. G. R., Silva, G. J. S., Arocutipa, J. P. F., Berríos, H. Q., Rodríguez, M. A. M., Reyes, G. Y., Lopez, H. R. P., Teves, R. M. V., Rivera, H. V. H., & Arias‐Gonzáles, J. L. (2023) · Journal of Namibian Studies History Politics Culture · doi:10.59670/jns.v33i.411 · Cited by 61
“A brief overview of OpenAI, the company that created ChatGPT, was provided by Rudolph et al. (2023).”
BackgroundInfluentialLong, C., Lowe, K., dos Santos, A., Zhang, J., Alanazi, A. A., O’Brien, D. C., Wright, E. D., & Côté, D. W. J. (2023) · JMIR Medical Education · doi:10.2196/49970 · Cited by 65
“Reviews on the application of ChatGPT in health care have been hopeful that it enhances efficiency, enables personalized learning, and encourages critical thinking skills among users, but concerns persist with the current limitations of ChatGPT’s knowledge, accuracy, and biases [4,5].”
BackgroundHo, P. X. P. (2024) · International Journal of TESOL & Education · doi:10.54855/ijte.24414 · Cited by 47
“Consequently, AI technology can alleviate teachers’ burdensome workloads of essay-scoring workloads, thereby enabling them to have more time for lesson planning and engaging content creation for teaching (Iqbal et al., 2022; Rudolph et al., 2023; Topsakal & Topsakal, 2022).”
Zhou, W., & Kim, Y. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12705-z · Cited by 68
“The ChatGPT-4 system’s adaptability to each student’s specific demands has been noted by Rudolph et al. (2023).”
Between tech and text: the use of generative AI in Palestinian universities - a ChatGPT case study
Hamamra, B. T., Mayaleh, A., & Khlaif, Z. N. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2380622 · Cited by 56
“…educational institutions need to focus on evaluating processes over products and investing in developing students ’ skills that AI cannot replicate such as critical thinking, presentation, referencing work, and generating creative ideas (Garc (cid:1) ı a-Pe ~ nalvo, 2023; Rudolph et al., 2023).”
Heine, S., & König, J. (2025) · European Journal of Teacher Education · doi:10.1080/02619768.2025.2540791 · Cited by 59
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A Security Risk Taxonomy for Prompt-Based Interaction With Large Language Models
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“…impact of ChatGPT on academia and libraries is discussed by Lund and Wang [7], and the implications on education are explored by Rudolph et al. [24] While there is a large body of literature on the risks and drawbacks of LLMs in general, there are fewer resources on LLM security fundamentals.”
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Qin, Q., & Zhang, S. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13076-1 · Cited by 58
“Based on these threats and challenges, Jürgen Rudolph (2023) and Kasneci et al. (2023) recommend training faculty on AI tools like ChatGPT to understand their potential, limitations, and effective integration into teaching.”
InfluentialChatGPT in Ukrainian Education: Problems and Prospects
Fiialka, S., Kornieva, Z., & Honcharuk, T. (2023) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v18i17.42215 · Cited by 45
Exploring the opportunities and challenges of ChatGPT in academia
Islam, I., & Islam, M. N. (2024) · Discover Education · doi:10.1007/s44217-024-00114-w · Cited by 113
Reddy, M. R., Walter, N. G., & Sevryugina, Y. V. (2024) · Journal of Chemical Education · doi:10.1021/acs.jchemed.4c00226 · Cited by 57
Influence of artificial intelligence tools on higher order thinking skills: a meta-analysis
Ilgun Dibek, M., Sahin Kursad, M., & Erdogan, T. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2024.2402028 · Cited by 45
“…various AI tools, such as Deep Learning recommendation Based augmented reality System and Chatbot, to the development of creativity (Diamond, 2013; Rudolph et al., 2023) and critical thinking (Barsoun et al., 2022; Goda et al., 2014; Hapsari & Wu, 2022; Lin & Chen, 2020; Soliman, 2019), some…”
Artificial Intelligence and Education
Rios-Campos, C. A., Cánova, E. S. M., Zaquinaula, I. R. A., Zaquinaula, H. E. A., Vargas, D. J. C., Peña, W. S., Idrogo, C. E. T., & Arteaga, R. M. Y. (2023) · South Florida Journal of Development · doi:10.46932/sfjdv4n2-001 · Cited by 80
Strengths, Weaknesses, Opportunities, and Threats of Using ChatGPT in Scientific Research
Giray, L., Jacob, J., & Gumalin, D. L. (2024) · International Journal of Technology in Education · doi:10.46328/ijte.618 · Cited by 67
“Rudolph et al. (2023) highlights the potential of ChatGPT in facilitating collaborative group activities among students.”
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“Reinforcing the conclusions of Chng (2023), Kasneci et al. (2023), Kim and Adlof (2023), and Rudolph et al. (2023), GenAI helped IDs in this study to automate repetitive or tedious tasks and generate and propose ideas for instructional materials and assessments (e.g., images, activities) that they…”
BackgroundAmin, M. A., Kim, Y. S., & Noh, M. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13095-y · Cited by 55
“…in their higher studies, they were conducted in either developed countries or other developing countries’ perspectives (Bhat et al., 2024; Budhathoki et al., 2024; Cai et al., 2023; Keiper, 2023; Rudolph et al., 2023; Stokel-Walker, 2023; Strzelecki, 2023; Tiwari et al., 2023; Tlili et al., 2023).”
AI in essay-based assessment: Student adoption, usage, and performance
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Perceptions About Generative AI and ChatGPT Use by Faculty and College Students
Petricini, T., Wu, C., & Zipf, S. T. (2023) · doi:10.35542/osf.io/jyma4 · Cited by 54
Tantangan Penggunaan ChatGPT dalam Pendidikan Ditinjau dari Sudut Pandang Moral
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Enough of the chit-chat: A comparative analysis of four AI chatbots for calculus and statistics
(2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.2.22 · Cited by 50
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Holland, A., & Ciachir, C. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2024.2350655 · Cited by 59
“…creating innovative assessment methods (Baidoo-Anu & Ansah, 2023), provision of personalised learning and assessment (Kasneci et al., 2023; Limo et al., 2023) and e ffi ciency in administrative tasks to reduce workload (Adeshola & Adepoju, 2023; Onal & Kulavuz-Onal, 2023; Rudolph et al., 2023).”
EFL Learners’ English Writing Feedback and Their Perception of Using ChatGPT
Mun, C.-Y. (2024) · STEM Journal · doi:10.16875/stem.2024.25.2.26 · Cited by 84
“Research related to ChatGPT has been investigated recently (Mizumoto & Eguchi, 2023; Rudolph et al., 2023; Wang & Guo, 2023).”
MethodMultimodal composing with generative AI: Examining preservice teachers’ processes and perspectives
Smith, B. E., Shimizu, A. Y., Burriss, S. K., Hundley, M. K., & Pendergrass, E. (2024) · Computers & composition/Computers and composition · doi:10.1016/j.compcom.2024.102896 · Cited by 43
Future of AI & Generation Alpha: ChatGPT beyond Boundaries
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“This fi nding echoes with some opinion pieces on the use of ChatGPT in other contexts such as higher education (Rudolph et al., 2023) and academic writing (Dwivedi et al., 2023).”
InfluentialMatthews, J. A., & Volpe, C. R. (2023) · Australasian Journal of Educational Technology · doi:10.14742/ajet.8896 · Cited by 60
“One application of current relevance is Chat Generative Pre-trained Transformer (ChatGPT) (Kasneci et al., 2023; Lodge, Thompson, & Corrin, 2023; Rudolph et al., 2023), which is freely available to anyone with access to the internet (https://chat.openai.com).”
MethodRole and challenges of ChatGPT and similar generative artificial intelligence in arts and humanities
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SDG 4, Academic Integrity and Artificial Intelligence: Clash or Win-Win Cooperation?
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Do AI-generative tools kill or nurture creativity in EFL teaching and learning?
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“This issue is particularly relevant in writing tasks, where students may use AI to generate responses without fully grasping the underlying concepts (Rudolph et al., 2023 ).”
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Acceptance of ChatGPT by undergraduates in Sri Lanka: a hybrid approach of SEM-ANN
Nawaz, S. S., Sanjeetha, M. B. F., Murshidi, G. H. A., Riyath, M. I. M., Yamin, F. M., & Mohamed, R. (2024) · Interactive Technology and Smart Education · doi:10.1108/itse-11-2023-0227 · Cited by 51
Software engineering education in the era of conversational AI: current trends and future directions
Sengul, C., Neykova, R., & Destefanis, G. (2024) · Frontiers in Artificial Intelligence · doi:10.3389/frai.2024.1436350 · Cited by 63
“Jürgen Rudolph and Samson (2023) and Baidoo-Anu and Owusu Ansah (2023) explore the implications of ChatGPT integration in terms of assessment and learning.”
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ChatGPT: Literate or intelligent about UN sustainable development goals?
Raghu Raman, R., Lathabai, H. H., Mandal, S., Das, P., Kaur, T., & Nedungadi, P. (2024) · PLoS ONE · doi:10.1371/journal.pone.0297521 · Cited by 46
“In the banking sector, as a part of smart service technologies, ChatGPT can assist with customer inquiries and automate routine tasks, which leads to improved efficiency and customer satisfaction [2,15,41].”
BackgroundAnalyzing behavioral intentions toward Generative Artificial Intelligence: the case of ChatGPT
Nan, D., Sun, S., Zhang, S., Zhao, X., & Kim, J. H. (2024) · Universal Access in the Information Society · doi:10.1007/s10209-024-01116-z · Cited by 46
“Several scholars and experts [83–85] have reported cases where users encountered some technical glitches (e.g., long response time, system errors) while using ChatGPT.”
Enhancing students’ learning experience in mathematics class through ChatGPT
Gouia‐Zarrad, R., & Gunn, C. L. (2024) · International Electronic Journal of Mathematics Education · doi:10.29333/iejme/14614 · Cited by 71
GenAI-Infused Adult Learning in the Digital Era: A Conceptual Framework for Higher Education
Adarkwah, M. A. (2024) · Adult Learning · doi:10.1177/10451595241271161 · Cited by 68
“However, amid the euphoria of the transformative potential of GenAI technologies (e.g., ChatGPT, Claude, Bard, and Bing Chat) in the fi eld of education, there have been doomsday predictions of their use by teachers and students (Rudolph et al., 2023).”
Qian, K., Liu, S., Li, T., Raković, M., Li, X., Guan, R., Molenaar, I., Nawaz, S., Swiecki, Z., Yan, L., et al. (2026) · Computers & Education · doi:10.1016/j.compedu.2025.105448 · Cited by 39
“Modern LLMs can generate personalised feedback messages as a form of personalised scaffolds that match individual student needs by comprehending and generating human language in real time (Rudolph et al., 2023; Lin and Chang, 2023).”
Below average ChatGPT performance in medical microbiology exam compared to university students
Sallam, M., & Al-Salahat, K. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1333415 · Cited by 39
Hallucinations in ChatGPT: An Unreliable Tool for Learning
Ahmad, Z., Kaiser, W., & Rahim, S. (2023) · Rupkatha Journal on Interdisciplinary Studies in Humanities · doi:10.21659/rupkatha.v15n4.17 · Cited by 44
“Consequently, academics should adapt teaching and assessment practices to embrace the new reality of living, working, and studying in a world where AI is freely available (Liu et al., 2023; García-Peñalvo, 2023; Rudolph et al., 2023).”
BackgroundChatGPT as an AI L2 teaching support: A case study of an EFL teacher
Octavio, M. M., Argüello, M. V. G., & Pujolà, J. (2024) · Technology in Language Teaching & Learning · doi:10.29140/tltl.v6n1.1142 · Cited by 39
Awal, M. R., & Haque, M. E. (2024) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-11-2023-0514 · Cited by 48
Liu, J., & Li, S. (2024) · Journal of Educational Computing Research · doi:10.1177/07356331241240460 · Cited by 53
Creative Applications of Artificial Intelligence in Education
Urmeneta, A., & Roméro, M. (2024) · Palgrave studies in creativity and culture · doi:10.1007/978-3-031-55272-4 · Cited by 57
Buyakova, K. I., Dmitriev, Y. V., Ivanova, A. S., Feshchenko, A. V., & Яковлева, К. И. (2024) · The Education and science journal · doi:10.17853/1994-5639-2024-7-160-193 · Cited by 39
La inteligencia artificial generativa y la educación universitaria
Mendiola, M. S., & Carbajal-Degante, E. (2023) · Perfiles Educativos · doi:10.22201/iisue.24486167e.2023.especial.61692 · Cited by 111
“Desde la perspectiva de las y los docentes, existe gran cantidad de recursos para el uso pedagógicamente correcto de Chat GPT y herramientas de IAG , con colecciones disponibles en la red de materiales de acceso abierto orientados a la práctica educativa (Kasneci et al ., Nerantzi et al. , 2023 ; Herft, 2023 ).”
BackgroundInfluentialWang, L., & Ren, B. (2024) · Education Sciences · doi:10.3390/educsci14121329 · Cited by 38
Chatbots for active learning: A case of phishing email identification
Hobert, S., Følstad, A., & Law, E. L. (2023) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2023.103108 · Cited by 50
Uncovering the Reasons behind Willingness to Pay for ChatGPT-4 Premium
Jo, H. (2024) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2024.2307692 · Cited by 41
“It acts as a unique blend of a study buddy and an academic coach, guiding students through their educational journey and enhancing their learning experience (Rudolph et al., 2023).”
Morreel, S., Verhoeven, V., & Mathysen, D. (2024) · PLOS Digital Health · doi:10.1371/journal.pdig.0000349 · Cited by 37
A Bibliometric Analysis of Research on ChatGPT in Education
Polat, H., Topuz, A. C., Yıldız, M., Taşlıbeyaz, E., & Kurşun, E. (2024) · International Journal of Technology in Education · doi:10.46328/ijte.606 · Cited by 54
“It is a versatile tool, acting as a teaching assistant by designing instructional materials and functioning as a virtual tutor for students by addressing queries and facilitating collaboration (Rudolph et al., 2023).”
BackgroundHigher education assessment practice in the era of generative AI tools
(2024) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2024.7.1.28 · Cited by 37
Ji, Y., Zhan, Z., Li, T., Zou, X., & Lyu, S. (2025) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2025.3554584 · Cited by 42
“It facilitates multiperspective and comprehensive analysis of the real-world context, which often contains contradictory information, thereby enabling students to solve complex problems more efficiently [33].”
Hsiao, Y. P., Klijn, N., & Chiu, M.-S. (2023) · Learning Research and Practice · doi:10.1080/23735082.2023.2257234 · Cited by 45
Students’ GAI Acceptance: Role of Demographics, Creative Mindsets, Anxiety, Attitudes
Avcı, Ü. (2024) · Journal of Computer Information Systems · doi:10.1080/08874417.2024.2386545 · Cited by 40
Adopting AI in education: optimizing human resource management considering teacher perceptions
Gârdan, I. P., Manu, M. B., Gârdan, D. A., Negoiţă, L., Paștiu, C. A., Ghiță, E., & Zaharia, A. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1488147 · Cited by 60
“This dependence may impede creativity and long-term cognitive development, negatively impacting academic, social, and career performance (Rudolph et al., 2023).”
Cut the bullshit: why GenAI systems are neither collaborators nor tutors
Flenady, G., & Sparrow, R. (2025) · Teaching in Higher Education · doi:10.1080/13562517.2025.2497263 · Cited by 46
Generative AI in Education: Mapping the Research Landscape Through Bibliometric Analysis
Ng, S. L., & Ho, C. (2025) · Information · doi:10.3390/info16080657 · Cited by 64
Chauke, T. A., Mkhize, T. R., Methi, L. M., & Dlamini, N. P. (2024) · Journal of Curriculum Studies Research · doi:10.46303/jcsr.2024.4 · Cited by 43
“In both undergraduate and postgraduate settings, students in higher education effectively utilise ChatGPT to enhance their writing style through its digital writing assistance service (Karyuatry, 2018; Ippolito et al., 2022; Rudolph et al., 2023).”
BackgroundResultAssessing the Current Limitations of Large Language Models in Advancing Health Care Education
Kim, J., & Vajravelu, B. N. (2024) · JMIR Formative Research · doi:10.2196/51319 · Cited by 39
AI in higher education: A bibliometric analysis, synthesis, and a critique of research
Lachheb, A., Leung, J., Abramenka‐Lachheb, V., & Sankaranarayanan, R. (2025) · The Internet and Higher Education · doi:10.1016/j.iheduc.2025.101021 · Cited by 64
Factors Influencing Educators’ Technostress While Using Generative AI: A Qualitative Study
Khlaif, Z. N., Hamamra, B. T., Bensalem, E., Mitwally, M. A. A., & Sanmugam, M. (2025) · Technology Knowledge and Learning · doi:10.1007/s10758-025-09885-z · Cited by 37
“To counteract the potential misuse of AI, Gar - cía-Peñalvo ( 2023 ) and Rudolph et al. ( 2023 ) propose that educational institutions should prioritize assessing students’ learning processes rather than the outcomes.”
Teaching and Assessment of the Future Today: Higher Education and AI
Lacey, M. M., & Smith, D. P. (2023) · Microbiology Australia · doi:10.1071/ma23036 · Cited by 34
Husain, R., Ratna, V. V., & Saxena, A. (2023) · Journal of Hospitality Marketing & Management · doi:10.1080/19368623.2023.2232382 · Cited by 34
Chinese University Students’ Attitudes and Perceptions in Learning English Using ChatGPT
Liu, B. (2023) · International Journal of Education and Humanities · doi:10.58557/(ijeh).v3i2.145 · Cited by 53
Ojeda, A. D., Solano-Barliza, A. D., Álvarez, D. D. O., & Boom-Cárcamo, E. (2023) · Formación universitaria · doi:10.4067/s0718-50062023000600061 · Cited by 34
Detecting the corruption of online questionnaires by artificial intelligence
Lebrun, B., Temtsin, S., Vonasch, A. J., & Bartneck, C. (2024) · Frontiers in Robotics and AI · doi:10.3389/frobt.2023.1277635 · Cited by 46
“In the case in which the human sentence was judged to be of higher quality, the AI sentence included copious meaningless jargon (Rudolph et al., 2023).”
International Students and Generative Artificial Intelligence
Bannister, P., Peñalver, E. A., & Urbieta, A. S. (2024) · Journal of International Students · doi:10.32674/jis.v14i3.6277 · Cited by 34
Deroncele-Acosta, Á., Sayán-Rivera, R. M. E., López, Á. D. M., & Norabuena-Figueroa, E. (2025) · Applied System Innovation · doi:10.3390/asi8030083 · Cited by 67
The critique of AI as a foundation for judicious use in higher education
Popenici, S. (2023) · Journal of Applied Learning and Teaching · doi:10.37074/jalt.2023.6.2.4 · Cited by 53
A bibliometric analysis of publications on ChatGPT in education: Research patterns and topics
ZHELTUKHINA, M. R., Sergeeva, O. V., Masalimova, A. R., Budkevich, R. L., Kosarenko, N. N., & Nesterov, G. V. (2024) · Online Journal of Communication and Media Technologies · doi:10.30935/ojcmt/14103 · Cited by 40
Famaye, T., Bailey, C. S., Adisa, I. O., & Irgens, G. A. (2024) · International Journal of Technology in Education · doi:10.46328/ijte.651 · Cited by 48
“…challenges associated with using ChatGPT in the classrooms, scholars and educators have proposed varied opinions, including; rethinking assessments (Rudolph et al., 2023), creating policies around use (Dwivedi et al., 2023; Farrokhnia et al., 2023), using AI detectors and in some cases banning its…”
BackgroundHow to mitigate the risks of deployment of artificial intelligence in medicine?
İlikhan, S. U., Özer, M., Tanberkan, H., & Bozkurt, V. (2024) · TURKISH JOURNAL OF MEDICAL SCIENCES · doi:10.55730/1300-0144.5814 · Cited by 46
“Particularly, the proliferation of generative AI systems such as ChatGPT enables personalized education and adaptive feedback, enriching educational environments to provide an interactive experience with new content [7,43,65].”
BackgroundTan, X., Wang, C., & Xu, W. (2025) · Applied Linguistics · doi:10.1093/applin/amae092 · Cited by 33
Эдуардовна, К. А., Murshidi, G. H. A., Витальевна, Г. А., Raouf, N., Arshe, M., Meheiri, N. A., Shulgina, G., & Costley, J. (2025) · Innovations in Education and Teaching International · doi:10.1080/14703297.2025.2496942 · Cited by 39
“Examples include Perplexity, Ernie, Gemini, and ChatGPT, the latter has emerged as the most popular (Rudolph et al., 2023) and is the focus of the present study.”
ChatGPT in Academic Writing: A Scientometric Analysis of Literature Published Between 2022 and 2023
Lendvai, G. F. (2025) · Journal of Empirical Research on Human Research Ethics · doi:10.1177/15562646251350203 · Cited by 56
“…as a tool that has an unprecedented societal, technological, educational, and ethical impact on how humans will interact with democratized arti fi cial intelligence-based software and what dilemmas LLMs like ChatGPT will cause in the future (Ray, 2023; Rudolph et al., 2023; Wei et al., 2024).”
Exploring the ethical use of LLM chatbots in higher education
Mvondo, G. F. N., Niu, B., & Eivazinezhad, S. (2025) · Journal of Business Research · doi:10.1016/j.jbusres.2025.115575 · Cited by 41
Lampropoulos, G., Ferdig, R. E., & Kaplan-Rakowski, R. (2023) · doi:10.2139/ssrn.4468181 · Cited by 33
Passmore, J., & Tee, D. (2023) · Journal of Work-Applied Management · doi:10.1108/jwam-06-2023-0057 · Cited by 43
Stereotypes in ChatGPT: an empirical study
Busker, T., Choenni, S., & Bargh, M. S. (2023) · International Conference on Theory and Practice of Electronic Governance · doi:10.1145/3614321.3614325 · Cited by 40
“The first streams focuses on the potential and usability of ChatGPT in several domains, amongst others, education, healthcare, computer programming, and law [1, 4, 11, 18, 19, 25, 29].”
BackgroundUsing generative AI in human resource development: an applied research study
Ardichvili, A. A., Dirani, K. M., Jabarkhail, S., Mansour, W. E., & Aboulhosn, S. (2024) · Human Resource Development International · doi:10.1080/13678868.2024.2337964 · Cited by 32
Malik, M. A., Amjad, A. I., Aslam, S., & Fakhrou, A. A. (2024) · Frontiers in Research Metrics and Analytics · doi:10.3389/frma.2024.1486832 · Cited by 65
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
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