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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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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
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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]
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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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Cites
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Кazimova, D., Tazhigulova, G. O., Shraimanova, G. S., Zatyneyko, A., & Sharzadin, A. M. (2025) · International Journal of Engineering Pedagogy (iJEP) · doi:10.3991/ijep.v15i1.50773 · Cited by 52
A Study on the Efficacy of ChatGPT-4 in Enhancing Students’ English Communication Skills
Wang, Y. (2025) · SAGE Open · doi:10.1177/21582440241310644 · Cited by 89
“Rudolph et al. (2023) demonstrated that ChatGPT-4’s flexibility in meeting the needs of different students; the result improves when considering a number of criteria, such as a person’s background and present skill-sets.”
Andrade-Girón, D., Rodriguez, W. J. M., Sandivar-Rosas, J., Carreño-Cisneros, E., Ramírez, E. T. S., Zúñiga-Rojas, M. G., Ángeles-Morales, J., & Villarreal-Torres, H. (2024) · Iberoamerican Journal of Science Measurement and Communication · doi:10.47909/ijsmc.101 · Cited by 71
“Furthermore, policy implementers in education, such as ChatGPT users’ opinions, are divided regarding adopting this technology in education (Oliva et al., 2022; Fuchs, 2023; Rudolph, Tan, & Tan, 2023; Larrosa et al., 2023).”
BackgroundHsu, W.-L., & Silalahi, A. D. K. (2024) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2024.100329 · Cited by 44
Exploring student and teacher perspectives on ChatGPT’s impact in higher education
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“From the point of view of the teachers, common concerns about integrating chatbots in instruction are similar to those found in the literature (Rudolph et al., 2023; Fyfe, 2023; Kooli, 2023).”
How Efficient Is ChatGPT in Accessing Accurate and Quality Health-Related Information?
Ulusoy, İ., Yılmaz, M. A., & Kıvrak, A. (2023) · Cureus · doi:10.7759/cureus.46662 · Cited by 30
“Its ability to give logical answers to questions within seconds and create texts that are indistinguishable from texts written by humans brings to mind the theories of the Day of Judgment [16].”
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Urhan, S., Gençaslan, O., & Dost, Ş. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2024.2308093 · Cited by 42
“ChatGPT, as a chatbot, goes beyond the functionalities of standard chatbots and o ff ers groundbreaking features in terms of creativity (Rudolph et al., 2023).”
Strzelecki, A. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13222-9 · Cited by 46
Wang, Q. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1514545 · Cited by 30
“Concerns have been raised about the potential for academic dishonesty (Rudolph et al., 2023; van Dis et al., 2023), particularly as students might over-rely on AI-generated content, thereby undermining their critical and creative thinking during the writing process (Barrot, 2023).”
Ananin, D. P., Владимирович, К. Р., & Remorenko, I. M. (2025) · Высшее образование в России · doi:10.31992/0869-3617-2025-34-2-31-50 · Cited by 43
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“Uploading audio or video files explaining the assignments [195] or in-person presentations [196] can be another form of assessment.”
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Hong, Z., & Shao, H. (2023) · Computer Modeling in Engineering & Sciences · doi:10.32604/cmes.2023.030649 · Cited by 39
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“In addition, more discussions may be encouraged, and more feedback may be integrated as a supportive element in teaching (Rudolph et al., 2023).”
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“It could also serve as a self-study tool for students (Nisar & Aslam, 2023), or be incorporated into flipped learning approaches (Rudolph et al., 2023).”
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“Nonetheless, it is crucial to recognize and employ its limitations ethically and responsibly (Dwivedi et al., 2023; Javaid et al., 2023; Rudolph et al., 2023).”
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“AI algorithms analyze individual learning patterns, tailor coursework, and predict at-risk students, enabling timely interventions (Rudolph et al., 2023).”
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Co-designing Large Language Model Tools for Project-Based Learning with K12 Educators
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“This skepticism reflects broader concerns about the limits of GenAI’s interpretive abilities and risks associated with delegating too much of the evaluative process to technology [109, 147].”
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“Similarly, university policies have focused on the dangers of the use of GenAI as a study aid due to its tendency to hallucinate, fabricate or embellish information (Rudolph et al., 2023).”
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“One of these is nonfiction writing such as dialogue (King & ChatGPT, 2023), impersonation (Motoki et al., 2023), essays (Alkaissi & McFarlane, 2023; Rudolph et al., 2023), news articles (George & George, 2023), summaries (Lund & Wang, 2023; Patel & Lam, 2023), etc.”
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“For professional growth, ChatGPT can assist educators by providing resources and insights into new teaching strategies, technologies, and materials (Rudolph et al., 2023).”
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“Rudolph et al. (2023) posit the existence of three categories of AI tools: teacher-facing, system-facing, and student-facing.”
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ChatGPT and Vaccines: Can AI Chatbots Boost Awareness and Uptake?
Sohail, S. S., Madsen, D. Ø., Farhat, F., & Alam, M. A. (2023) · Annals of Biomedical Engineering · doi:10.1007/s10439-023-03305-y · Cited by 27
“For example, research and publications [20], academia and education [21–23], medical science [24, 25], business [26], and global warming [27], to name just a few areas of application.”
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Experimental evidence for the efficacy of generative AI in improving students' writing skills
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“When such user data are shared with third parties, it may raise serious concerns about privacy and data security [6].”
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“Other work is devoted to specific aspects of generative AI in HE, such as Rudolph, Tan and Tan (2023) or Savelka et al (2023) about assessments in HE.”
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Application of ChatGPT in Information Literacy Instructional Design
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A dual-pathway model of teacher-AI collaboration based on the job demands-resources theory
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“…not only provides new tools for teachers to achieve personalized teaching, innovative teaching strategies, and precise teaching evaluation, but also offers new opportunities for complementary collaboration between teachers and technology (Kim, 2024a, b; Kim et al., 2022; Rudolph et al., 2023).”
Bullshit universities: the future of automated education
Sparrow, R., & Flenady, G. (2025) · AI & Society · doi:10.1007/s00146-025-02340-8 · Cited by 36
“If the sorts of jobs that graduates are likely to get will involve using AI, then it is important that they learn how to use it and also how to think critically about what AI can and cannot do (Al Naqbi et al. 2024; Mollick 2024b; Rudolph et al. 2023).”
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Pu, D., & Demberg, V. (2023) · Proceedings of the conference - Association for Computational Linguistics. Meeting · doi:10.18653/v1/2023.acl-srw.1 · Cited by 56
Carabantes-Alarcón, D., González-Geraldo, J. L., & Olmeda, G. J. (2023) · El Profesional de la Informacion · doi:10.3145/epi.2023.sep.16 · Cited by 33
Surapaneni, K. M., Rajajagadeesan, A., Goudhaman, L., Lakshmanan, S., Sundaramoorthi, S., Ravi, D., Rajendiran, K. S., & Swaminathan, P. (2023) · Biochemistry and Molecular Biology Education · doi:10.1002/bmb.21808 · Cited by 27
On ChatGPT: Perspectives from Software Engineering Students
Hanifi, K., Çetin, O., & Yılmaz, C. (2023) · IEEE International Conference on Software Quality, Reliability and Security (QRS) · doi:10.1109/qrs60937.2023.00028 · Cited by 30
“This represents a significant development in the education system that could profoundly impact the way schools and research work are conducted [8], potentially necessitating new evaluation and grading systems [9], [10].”
BackgroundBonsu, E., & Baffour-Koduah, D. (2023) · doi:10.2139/ssrn.4387107 · Cited by 26
“The research is positioned in the context of Artificial Intelligence in Education (AIEd) (Rudolph et al., 2023) which discusses opportunities and threats of technologies in”
BackgroundAlharbi, W. (2024) · International Journal of Computer-Assisted Language Learning and Teaching · doi:10.4018/ijcallt.351245 · Cited by 26
Can you tell the difference? A study of human vs machine-translated subtitles
Calvo‐Ferrer, J. R. (2023) · Perspectives · doi:10.1080/0907676x.2023.2268149 · Cited by 49
“…human-like text and carry out complex natural language tasks has opened new avenues for research in a variety of fi elds, from machine translation to natural language understanding and beyond (Jiao et al., 2023; Kasneci et al., 2023; Liebrenz et al., 2023; Lund & Wang, 2023; Rudolph et al., 2023).”
Exploring the Efficacy of ChatGPT in Language Teaching
Nguyen, T. H. B., & Tran, T. D. H. (2023) · AsiaCALL Online Journal · doi:10.54855/acoj.2314210 · Cited by 37
“Besides, AI-driven chatbots are supplanting or supplementing the traditional classroom approach, which relies on human teachers and standardized assessments (Rudolph et al., 2023).”
BackgroundDanish university policies on generative AI: Problems, assumptions and sustainability blind spots
Driessens, O., & Pischetola, M. (2024) · MedieKultur: Journal of media and communication research · doi:10.7146/mk.v40i76.143595 · Cited by 25
Large Language Models in Computer Science Classrooms: Ethical Challenges and Strategic Solutions
Azoulay, R., Hirst, T., & Reches, S. (2025) · Applied Sciences · doi:10.3390/app15041793 · Cited by 40
Zhu, Z., Ren, Y., & Shen, A. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13551-3 · Cited by 30
“The integration of emerging AIGC into education has completely transformed the way students acquire knowledge and access information, breaking away from traditional teaching methods (Liu et al., 2023; Rudolph et al., 2023).”
Rajendran, A., Rajan, R. A., Balasubramaniyam, S., & Elumalai, K. (2025) · iRadiology · doi:10.1002/ird3.70027 · Cited by 32
Shahzad, M. F., Xu, S., An, X., & Asif, M. (2025) · SAGE Open · doi:10.1177/21582440251368594 · Cited by 45
“Closely following is Rudolph et al. (2023a) with 2,134 citations for their provocative article questioning the future of traditional assessments in light of ChatGPT’s capabilities.”
Unpacking the Factors Shaping TESOL Teachers' GenAI Literacy From an Ecological Perspective
Yang, L., & Derakhshan, A. (2026) · TESOL Quarterly · doi:10.1002/tesq.70095 · Cited by 30
Concerns About Using ChatGPT in Education
Lin, S.-M., Chung, H.-H., Chung, F., & Lan, Y. (2023) · Lecture notes in computer science · doi:10.1007/978-3-031-40113-8_4 · Cited by 34
ChatGPT giving advice on how to cheat in university assignments: how workable are its suggestions?
Spennemann, D. H. R., Biles, J. M., Brown, L., Ireland, M. F., Longmore, L., Singh, C., Wallis, A., & Ward, C. (2024) · Interactive Technology and Smart Education · doi:10.1108/itse-10-2023-0195 · Cited by 34
Ncube, P. D. N., Dzvapatsva, G. P., Matobobo, C., & Ranga, M. M. (2026) · AI and Ethics · doi:10.1007/s43681-025-00871-w · Cited by 31
“Traditional assessment methods, such as multiple-choice exams, standardised essays, practical assignments, and presentations, are increasingly inadequate in evaluating student learning in AI-infused environments [ 32, 33 ].”
Potentials and implications of ChatGPT for ESL writing instruction
Ibrahim, K., & Kirkpatrick, R. (2024) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v25i3.7820 · Cited by 28
“In addition, ChatGPT can support experiential learning by generating different scenarios and problem-solving activities that could foster collaborative L2 interaction between learners (Rudolph et al., 2023).”
BackgroundMethodInfluentialChat GPT for Professional English Course Development
Kostikova, I. I., Holubnycha, L., Besarab, T., Moshynska, O., Moroz, T. Y., & Shamaieva, I. (2024) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v18i02.46623 · Cited by 57
Use of ChatGPT for education by engineering students in developing countries: a mixed-methods study
Elkefi, S., Tounsi, A., & Kefi, M. A. (2024) · Behaviour and Information Technology · doi:10.1080/0144929x.2024.2354428 · Cited by 29
Uçar, S.-Ş., López-Gazpio, I., & Lopez‐Gazpio, J. (2025) · Education and Information Technologies · doi:10.1007/s10639-024-13295-6 · Cited by 32
ŞİMŞEK, N. (2025) · Education and Information Technologies · doi:10.1007/s10639-024-13258-x · Cited by 37
Amofa, B., Kamudyariwa, X. B., Fernandes, F. A. P., Osobajo, O. A., Jeremiah, F., & Oke, A. (2025) · Education Sciences · doi:10.3390/educsci15070826 · Cited by 39
“Exhibit scepticism and avoid further exploration of the tool due to concerns about its practical utility (Rudolph et al., 2023; Wang et al., 2023).”
THE USE OF CHATGPT IN ACADEMIC WRITING: A BLESSING OR A CURSE IN DISGUISE?
Alberth, N. A. (2023) · TEFLIN Journal - A publication on the teaching and learning of English · doi:10.15639/teflinjournal.v34i2/337-352 · Cited by 50
“Whereas some people believe that ChatGPT brings numerous educational and professional benefits, others may not share this view (Rudolph et al., 2023).”
BackgroundInfluentialClinical reasoning using ChatGPT: Is it beyond credibility for physiotherapists use?
Bilika, P., Stefanouli, V., Στριμπάκος, Ν., & Kapreli, E. (2023) · Physiotherapy Theory and Practice · doi:10.1080/09593985.2023.2291656 · Cited by 30
“Physiotherapy students can also benefit from using ChatGPT in their studies in contrast to this movement of fear arising against it (Rudolph and Tan, 2023).”
Integrating Tam and UGT to explore students’ motivation for using ChatGPT for learning in Vietnam
Danh, L. T. M., Do, H. T. N., Tran, K. M. A., Dang, V. T. T., & Nguyen, B. K. H. (2024) · Journal of Research in Innovative Teaching & Learning · doi:10.1108/jrit-05-2024-0116 · Cited by 23
Guo, X. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2024.2445177 · Cited by 23
“Further echoing the general literature, we found that concerns about the accuracy of ChatGPT ’ s responses were amplified in the GFL context, as reported by (Conroy, 2023; Rudolph et al., 2023).”
Sabbaghan, S., & Eaton, S. E. (2025) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-024-00454-6 · Cited by 46
“…developments have been facilitated by advancements in GenAI technologies with tools such as OpenAI’s ChatGPT integrating into educational settings to assist in language learning, teaching, and assessment (Alier et al., 2024; Baidoo-Anu & Ansah, 2023; Moorhouse et al., 2023; Rudolph et al., 2023 ).”
Abdi, A.-N. M., Omar, A. M., Ahmed, M. H., & Ahmed, A. A. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2460250 · Cited by 30
“Similarly, Rudolph et al. (2023) contended that improvement in AI technology is renovating educational methodologies and reshaping how learners acquire knowledge and interact with information.”
Farinosi, M., & Melchior, C. (2025) · European Journal of Education · doi:10.1111/ejed.70094 · Cited by 23
Gao, Y., Zhaı, X., Li, M., Lee, G., & Liu, X. (2025) · Journal of Research in Science Teaching · doi:10.1002/tea.70009 · Cited by 34
To adopt or to ban? Student perceptions and use of generative AI in higher education
Farinosi, M., & Melchior, C. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-05982-7 · Cited by 26
“For example, ChatGPT has been found to produce incorrect citations, fi ctitious references and unveri fi ed facts, which can undermine the validity of any work or research (Farrokhniaa et al., 2024; Jürgen et al., 2023).”
KIZILGEÇİT, M., Çinici, M., & Okan, N. (2023) · Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü Dergisi · doi:10.31463/aicusbed.1275061 · Cited by 23
Automated Metamorphic-Relation Generation with ChatGPT: An Experience Report
Zhang, Y., Towey, D., & Pike, M. (2023) · IEEE Annual International Computer Software and Applications Conference (COMPSAC) · doi:10.1109/compsac57700.2023.00275 · Cited by 32
“We also took into consideration the fact that ChatGPT is able to utilize context from previous conversations to inform its responses, thereby enabling it to generate more personalized and contextually-relevant outputs [17].”
The Fuss about Artificial Intelligence in Education Sector: Should we Worry?
Chembe, C., Nasilele, N. B., & M’sendo, R. (2023) · Zambia ICT Journal · doi:10.33260/zictjournal.v7i2.269 · Cited by 30
“AI-powered chatbots and virtual assistants employ NLP techniques to answer questions, provide support, and engage students in conversational learning experiences [33][34].”
BackgroundChatGPT and Assessment in Higher Education: A Magic Wand or a Disruptor?
Klyshbekova, M., & Abbott, P. Y. (2024) · The Electronic Journal of e-Learning · doi:10.34190/ejel.21.5.3114 · Cited by 27
“This finding is in line with Pavlik (2023), Rudolph et al. (2023), and Tlili et al. (2023).”
BackgroundResultInfluentialChatGPT como herramienta de apoyo al aprendizaje en la educación superior: una experiencia docente
Segarra‐Ciprés, M., Grangel, R., & Belmonte, Ó. (2024) · Revista Tecnología Ciencia y Educación · doi:10.51302/tce.2024.19083 · Cited by 65
“…de la inteligencia artificial, así como a utilizar las herramientas de inteligencia artificial con criterio, de tal forma que dichas herramientas asistan a los estudiantes en sus tareas de escritura, pero no como un sustituto del trabajo original y del pensamiento crítico (Rudolph et al. , 2023).”
Prospects for ChatGPT Application in Higher Education: A Scoping Review of International Research
Raitskaya, L., & Lambovska, M. (2024) · Integration of Education · doi:10.15507/1991-9468.114.028.202401.010-021 · Cited by 34
Bibliometric Overview of ChatGPT: New Perspectives in Social Sciences
Oliński, M., Krukowski, K., & Sieciński, K. (2024) · Publications · doi:10.3390/publications12010009 · Cited by 31
“Rudolph et al. [29] ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?”
BackgroundInfluentialRole of ChatGPT in Vietnamese EducationPreprint
Trương, H., Nguyễn, P. N., Cao, L., Nguyen, T. T. L., & Nguyễn, P. (2023) · doi:10.35542/osf.io/52smv · Cited by 23
Atcheson, A., Khan, O., Siemann, B., Jain, A., & Karahalios, K. (2025) · Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3714121 · Cited by 22
ChatGPT-generated versus human direct corrective feedback on L2 writing
Muñoz Muñoz, B. C., Nassaji, H., & Bello Carrillo, F. I. (2025) · System · doi:10.1016/j.system.2025.103805 · Cited by 22
SELL ME THIS ARTIFICIAL PEN: USING CHATGPT TO ENHANCE SALES ROLE PLAYS
Milovic, A., Gyomlai, M. D., Spaid, B. I., & Dingus, R. (2024) · Marketing Education Review · doi:10.1080/10528008.2024.2341278 · Cited by 24
ChatGPT’s Impact on Education and Healthcare: Insights, Challenges, and Ethical Consideration
Hamad, Z. T., Jamil, N., & Belkacem, A. N. (2024) · IEEE Access · doi:10.1109/access.2024.3437374 · Cited by 27
“To safeguard academic integrity, institutions use strategies such as leveraging AI writing detection tools [78] (e.g., [79] and [80]) and implementing reference verification processes [73], [75], [78].”
BackgroundMethodChatGPT risks in academia: Examining university educators’ challenges in Jordan
Gammoh, L. A. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13009-y · Cited by 30
Slade, J. J., Byers, S. M., Becker‐Blease, K. A., & Gurung, R. A. R. (2024) · Teaching of Psychology · doi:10.1177/00986283241276098 · Cited by 37
“There are several ways a student can employ AI ranging from utilizing it for writing and grammar help to using LLMs like ChatGPT as personalized tutoring systems (Rudolph et al., 2023).”
Ishmuradova, I. I., Zhdanov, S. P., Kondrashev, S. V., Erokhova, N. S., Grishnova, E. E., & Volosova, N. Y. (2025) · Contemporary Educational Technology · doi:10.30935/cedtech/16207 · Cited by 34
Bannister, P., Peñalver, E. A., & Urbieta, A. S. (2023) · Journal for Multicultural Education · doi:10.1108/jme-10-2023-0102 · Cited by 36
ChatGPT between opportunities and challenges: an empirical study in Italy
Pasca, M. G., & Arcese, G. (2024) · The TQM Journal · doi:10.1108/tqm-08-2023-0268 · Cited by 25
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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