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.
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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]
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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]
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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]
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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]
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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Items 601–700 of 1,031
A Systematic Rapid Review of Empirical Research on Students’ Use of ChatGPT in Higher Education
Dikilitaş, K., Klippen, M. I. F., & Keleş, S. (2024) · Nordic Journal of Systematic Reviews in Education · doi:10.23865/njsre.v2.6227 · Cited by 25
“There are also those who believe we need to add new components to the process of assessment, including oral exams where students demonstrate their verbal ability to present the assignment that they have produced (Rudolph et al., 2023).”
BackgroundBlockchain and Artificial Intelligence Non-Formal Education System (BANFES)
Nazari, Z., Vahidi, A. R., & Musilek, P. (2024) · Education sciences · doi:10.3390/educsci14080881 · Cited by 26
Cha, Y., Dai, Y., Lin, Z., Liu, A., & Lim, C. P. (2024) · Procedia CIRP · doi:10.1016/j.procir.2024.06.021 · Cited by 29
Bai, L., & Wei, Y. (2024) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2024.3491864 · Cited by 21
“Meanwhile, despite its strengths, ChatGPT exhibits limitations in understanding the nuances and subtleties of language and context, providing real-time information, creating uniquely original ideas, and avoiding misinformation [23], [24].”
Espartinez, A. S. (2025) · Social Sciences · doi:10.3390/socsci14060359 · Cited by 32
“The “silent acceptance” phenomenon documented in Section 4.3.2 aligns with Rudolph et al.’s (2023) observations in U.S. higher education, suggesting a cross-cultural pattern of institutional hesitancy to develop proactive policies.”
InfluentialFrom ChatGPT-3 to GPT-4: A Significant Advancement in AI-Driven NLP Tools
Rahaman, M. S., Ahsan, M. M. T., Anjum, N., Terano, H. J. R., & Rahman, M. M. (2023) · Journal of Engineering and Emerging Technologies · doi:10.52631/jeet.v2i1.188 · Cited by 24
ChatGPT and GPTZero in Research and Social Media: A Sentiment-and Topic-based AnalysisPreprint
Heumann, M., Kraschewski, T., & Breitner, M. H. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4467646 · Cited by 15
(2024) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2024.7.1.33 · Cited by 16
AI in the genetics classroom: A useful tool but not a replacement for creative writing
Behrens, K. A., Marbach-Ad, G., & Kocher, T. D. (2025) · Journal of Science Education and Technology · doi:10.1007/s10956-024-10160-6 · Cited by 15
Adoption of artificial intelligence in higher education: a diffusion of innovation approach
Gutiérrez-Leefmans, M., Picazo-Vela, S., & Kareem, O. (2026) · The TQM Journal · doi:10.1108/tqm-12-2024-0523 · Cited by 16
Benefits and risks of using ChatGPT in higher education: A theoretical review
Bermus, A. G. (2024) · Pedagogy Theory & Practice · doi:10.30853/ped20240099 · Cited by 26
The ethics of artificial intelligence use in university libraries in Zimbabwe
Tsekea, S., & Mandoga, E. (2025) · Frontiers in Research Metrics and Analytics · doi:10.3389/frma.2024.1522423 · Cited by 15
“According to Rudolph et al. (2023), AI applications such as ChatGPT have the potential to produce outstanding text within a matter of seconds leading to much buzz and doomsday predictions regarding student assessment in higher education.”
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Generative AI in Self-Directed Learning: a thematic scoping review
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Perceived Trustworthiness of Natural Language Generators
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“As high-risk AI systems, NLG tools should aim to be trustworthy, but embedding ethical values in NLG is challenging [7, 22, 26].”
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Su, Y., & Liu, Z. (2023) · International Journal of New Developments in Education · doi:10.25236/ijnde.2023.051301 · Cited by 12
ChatGPT and scientific papers in veterinary neurology; is the genie out of the bottle?
Abani, S., Volk, H. A., Decker, S. D., Fenn, J., Rusbridge, C., Charalambous, M., Gonçalves, R., Gutierrez‐Quintana, R., Loderstedt, S., Flegel, T., et al. (2023) · Frontiers in Veterinary Science · doi:10.3389/fvets.2023.1272755 · Cited by 15
Stefanovič, P., Pliuskuvienė, B., Radvilaitė, U., & Ramanauskaitė, S. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12589-z · Cited by 15
Loos, E. F., & Radicke, J. (2024) · AI and Ethics · doi:10.1007/s43681-024-00470-1 · Cited by 18
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InfluentialArtificial intelligence and graduate employability: What should we teach Generation AI?
Waring, P. (2024) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2024.7.1.42 · Cited by 15
Confronting and managing ethical dilemmas in social work using ChatGPT
Segal, M. (2024) · European Journal of Social Work · doi:10.1080/13691457.2024.2377786 · Cited by 15
“It can engage in conversations with users in a seemingly natural and intuitive way’ (Jürgen et al., 2023, p. 342).”
Vietnamese University Students’ Perceptions of ChatGPT for Homework Assistance
Le, M. T. T., & Tran, K. V. (2024) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v18i15.48819 · Cited by 18
Human-AI Collaboration: A Student-Centered Perspective of Generative AI Use in Higher Education
Razmerita, L. (2024) · European Conference on e-Learning · doi:10.34190/ecel.23.1.3008 · Cited by 18
“The use of Gen AI in academia by students has so far been less explored and how business schools should adapt teaching, learning and exams to the AI age is subject to an ongoing debate (Rudolph et al., 2023).”
BackgroundCut the crap: a critical response to “ChatGPT is bullshit”
Gunkel, D. J., & Coghlan, S. (2025) · Ethics and Information Technology · doi:10.1007/s10676-025-09828-3 · Cited by 18
ChatGPT y educación médica: ¿estrella fugaz tecnológica o cambio disruptivo?
Mendiola, M. S. (2023) · Investigación en Educación Médica · doi:10.22201/fm.20075057e.2023.46.23511 · Cited by 15
The use of AI disclosure statements in teaching: Developing skills for psychologists of the future
Overono, A. L., & Ditta, A. S. (2025) · Teaching of Psychology · doi:10.1177/00986283241275664 · Cited by 14
“The response to AI has included articles that outline both the challenges and opportunities of use of AI in education (Adeshola & Adepoju, 2023; Cotton et al., 2024; Iqbal et al., 2022; Kasneci et al., 2023; Rudolph et al., 2023).”
Chen, X., Jia, B., Peng, X., Zhao, H., Yao, J., Wang, Z., & Zhu, S. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13471-2 · Cited by 14
Abbas, M., Khan, T. I., & Jam, F. A. (2025) · Journal of Academic Ethics · doi:10.1007/s10805-025-09659-3 · Cited by 15
“Similarly, although ChatGPT may facili - tate learning and problem-solving, there are worries over the potential misuse of this tool (Rudolph et al., 2023 ; Sallam, 2023 ).”
Understanding management educators’ perspectives on AI adoption: A qualitative study
Shahzad, F., Avunduk, Z. B., Ullah, Z., & Arslan, A. (2025) · The International Journal of Management Education · doi:10.1016/j.ijme.2025.101274 · Cited by 20
Navigating generative AI in higher education – six near future scenarios
Lindell, T. L., & Stöhr, C. (2025) · Learning Media and Technology · doi:10.1080/17439884.2025.2562405 · Cited by 19
Matematik Öğretmen Adaylarının ChatGPT ile Başlangıç Deneyimlerinde Sordukları Soruların İncelenmesi
BROUTİN, M. S. T. (2023) · Uludağ Üniversitesi Eğitim Fakültesi Dergisi · doi:10.19171/uefad.1299680 · Cited by 14
Toward non-human-centered design: designing an academic article with ChatGPT
LİVBERBER, T. (2023) · El Profesional de la Informacion · doi:10.3145/epi.2023.sep.12 · Cited by 18
ChatGPT, yabancı dil öğrencisinin güvenilir yapay zekâ sohbet arkadaşı mıdır?
Yağcı, Ş. Ç., & Yıldız, T. A. (2023) · RumeliDE Dil ve Edebiyat Araştırmaları Dergisi :/RumeliDe Dil ve Edebiyat Araştırmaları Dergisi · doi:10.29000/rumelide.1407539 · Cited by 16
Uysal, B. Ç. B., & Yüksel, İ. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-0872-1.ch006 · Cited by 16
Ethical Considerations in the Implementation and Usage of Large Language Models
Stefan, R., Căruțașu, G., & Mocan, M. L. (2024) · Lecture notes in networks and systems · doi:10.1007/978-3-031-54671-6_10 · Cited by 14
Chawla, U., Mohnot, R., & Singh, H. V. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12702-2 · Cited by 14
“It looks at whether or not students are aware of the ethical implications of using 1 3 ChatGPT, if they run into ethical problems, and how these things affect how they use the technology.”
InfluentialComparing and assessing four AI chatbots’ competence in economics
Hultberg, P. T., Calonge, D. S., Kamalov, F., & Smail, L. (2024) · PLoS ONE · doi:10.1371/journal.pone.0297804 · Cited by 14
Beyond the virtual classroom: integrating artificial intelligence in online learning
Correia, A., Hickey, S., & Xu, F. (2024) · Distance Education · doi:10.1080/01587919.2024.2338706 · Cited by 20
Doctoral Programme in Education Science Universitas Pendidikan Ganesha, S., & Turmuzi, M. (2024) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2024.14.5.2097 · Cited by 18
“This is true because using ChatGPT to compile articles is simple and has led to plagiarism [53, 54].”
MethodRiding the Generative AI Tsunami: Addressing the Teaching and Learning Crisis in Higher Education
Tan, S., Rudolph, J., & Tan, S. (2024) · Springer eBooks · doi:10.1007/978-3-031-54509-2_8 · Cited by 20
Self-citationUse and impact of ChatGPT on undergraduate engineering students: A case from the Philippines
Giray, L., & Aquino, R. (2024) · Internet Reference Services Quarterly · doi:10.1080/10875301.2024.2384028 · Cited by 18
A mesterséges intelligencia a felsőoktatásban
Rajki, Z., Nagy, J. T., & Dringó-Horváth, I. (2024) · Iskolakultúra · doi:10.14232/iskkult.2024.7.3 · Cited by 22
Li, J., Zhu, S., Yang, H. H., & Xu, J. (2024) · International Symposium on Educational Technology · doi:10.1109/iset61814.2024.00013 · Cited by 15
“With the advent and significant advancement of Chat Generative Pre-trained Transformer (ChatGPT), a large language model designed to generate human-like text responses [2], AIGC has exhibited significant impacts in education settings [3].”
MethodTeachers’ perceptions of the risks and benefits of AI in higher education: A case study of ERNIE Bot
Wang, N., & Li, M. (2024) · Innovations in Education and Teaching International · doi:10.1080/14703297.2024.2432429 · Cited by 21
Examination of ChatGPT’s Performance as a Data Analysis Tool
Koçak, D. (2025) · Educational and Psychological Measurement · doi:10.1177/00131644241302721 · Cited by 15
Alamri, J. M. (2025) · Journal of Ecohumanism · doi:10.62754/joe.v4i1.5992 · Cited by 16
“The instrumental potential of GAI technologies in learning environments can elevate students’ capabilities, which can conceivably lead to students’ increased self-efficacy (Rudolph et al., 2023).”
Pham, N. N. H. (2025) · International journal of AI in language education. · doi:10.54855/ijaile.25213 · Cited by 26
Evaluating ChatGPT-4 in Otolaryngology–Head and Neck Surgery Board Examination using the CVSA ModelPreprint
Long, C., Lowe, K., dos Santos, A., Zhang, J., Alanazi, A. A., O’Brien, D. C., Wright, E. D., & Côté, D. W. J. (2023) · medRxiv · doi:10.1101/2023.05.30.23290758 · Cited by 14
“Reviews done on the application of ChatGPT in healthcare are hopeful for enhanced efficiency, personalized learning and critical thinking skills for users, but concerns persist with the current limitations of ChatGPT’s knowledge, accuracy and biases 4 , 5 .”
BackgroundChatGPT -Boon or Bane: A Study from Students Perspective
Wagholikar, S., Chandani, A., Atiq, R., Pathak, M., & Wagholikar, O. (2023) · 2023 International Conference on Advancement in Computation & Computer Technologies (InCACCT) · doi:10.1109/incacct57535.2023.10141820 · Cited by 13
“While students are advised to read to improve critical thinking, learn the ChatGPT well to develop a debug code, and apply the tool to resolve real-life issues [4].”
BackgroundEditorial: Artificial Intelligence is Awesome, but Good Teaching Should Always Come First.
Crawford, J., Vallis, C., Yang, J., Fitzgerald, R., O'Dea, C., & Cowling, M. (2024) · Journal of University Teaching and Learning Practice · doi:10.53761/1.20.7.01 · Cited by 18
Generative AI in Accounting Education: Evaluating ChatGPT's Role in Assessment and Skill Development
Tharapos, M., Lau, K. H., Peszynski, K., Nguyen, L. A., Magdziarz, S., Morton, E., Borg, V., & Duan, S. X. (2025) · Accounting and Finance · doi:10.1111/acfi.70051 · Cited by 44
Šević, N. P., Šević, A., Slijepčević, M., & Krstić, J. (2025) · Online Journal of Communication and Media Technologies · doi:10.30935/ojcmt/17246 · Cited by 24
Tafazoli, D., & McCallum, L. (2025) · Journal of language and Education · doi:10.17323/jle.2025.27858 · Cited by 13
“Some worry that it could facilitate malpractice (e.g., cheating) (see Eke, 2023; Saville, 2023) and have concerns about its impact on fair assessment (see Rudolph et al., 2023).”
Ferri, G., & Gloerich, I. (2023) · ACM Conference on Conversational User Interfaces (CUI) · doi:10.1145/3571884.3603751 · Cited by 13
“Higher education is not immune, with heated discussions on the future of academic standards, peer review, and students’ assessments [15, 27, 42, 47].”
BackgroundLiu, L. (2023) · Journal of Educational Technology Development and Exchange · doi:10.18785/jetde.1601.03 · Cited by 15
“A weakness of ChatGPT that is not likely to be improved very soon is Lack of higher-order thinking skills such as critical and analytical thinking (Rudolph et al., 2023).”
BackgroundMethodCan ChatGPT diagnose my collapsing dog?
Abani, S., Decker, S. D., Tipold, A., Nessler, J. N., & Volk, H. A. (2023) · Frontiers in Veterinary Science · doi:10.3389/fvets.2023.1245168 · Cited by 15
Artificial Intelligence Practices in Higher Education Using Bloom's Digital Taxonomy
Faraon, M., Granlund, V., & Rönkkö, K. (2023) · International Workshop on Artificial Intelligence and Education (WAIE) · doi:10.1109/waie60568.2023.00017 · Cited by 19
“An example of this is the AI tool Chat Generative Pre-trained Transformer (ChatGPT), which offers the ability to automatically generate fact-based text, generate programming code, summarize, and translate text [4].”
BackgroundMethodInfluentialAssessing law students in a GenAI world to create knowledgeable future lawyers
Head, A., & Willis, S. (2024) · International Journal of the Legal Profession · doi:10.1080/09695958.2024.2379785 · Cited by 24
ChatGPT vs Teacher Roles in Developing EFL Writing
Sawangwan, S. (2024) · International Journal of Computer-Assisted Language Learning and Teaching · doi:10.4018/ijcallt.361235 · Cited by 21
ChatGPT and healthcare—current and future prospects
Booven, D. V., & Chen, C. (2024) · Elsevier eBooks · doi:10.1016/b978-0-443-15504-8.00006-5 · Cited by 13
Biyiri, E. W., Dahanayake, S., Dassanayake, D. M. C., Nayyar, A., Dayangana, K. T. L. U. S., & Jayasinghe, J. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-13269-8 · Cited by 17
“The existence of various AI-based writing tools before the introduction of ChatGPT emphasizes their role in facilitating self-directed learning, especially in higher education, highlighting the significance of AI tools in students’ self-directed learning (Rudolph et al., 2023).”
InfluentialExploiting GPT for synthetic data generation: An empirical study
Busker, T., Choenni, S., & Bargh, M. S. (2024) · Government Information Quarterly · doi:10.1016/j.giq.2024.101988 · Cited by 14
Adarkwah, M. A. (2025) · International Journal of Educational Research · doi:10.1016/j.ijer.2025.102636 · Cited by 25
Enhancing or impairing? Exploring Indian EFL learners’ academic writing narratives with ChatGPT
Khan, R., Qamar, M. T., Ansari, M. S., & Yasmeen, J. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2514329 · Cited by 35
Preservice Teachers’ Extent of Knowledge and Willingness to Adopt Generative AI in Higher Education
Gapol, P. A. M., Alieto, E. O., Capacio, E. A., Dumagay, A. H., Francisco, C. I., & Vallejo, R. G. (2025) · Lecture notes on data engineering and communications technologies · doi:10.1007/978-3-031-98476-1_6 · Cited by 13
Leite, B. S. (2023) · Química Nova · doi:10.21577/0100-4042.20230059 · Cited by 30
Marengo, A., Pagano, A., Soomro, K. A., & Pange, J. (2023) · Preprints.org · doi:10.20944/preprints202311.0055.v1 · Cited by 13
Alubthane, F. O. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1863931 · Cited by 12
“They are the foundational capacities that 21st-century labor markets demand and that democratic civic life depends upon (Rudolph et al., 2023; Sardi et al., 2025).”
Wu, Q., Chen, L., Chen, M., & Huang, Y. (2025) · The International Journal of Management Education · doi:10.1016/j.ijme.2025.101287 · Cited by 24
A Transformer-Based Educational Virtual Assistant Using Diacriticized Latin Script
Lâm, K. N., Nguy, L. H., Le, V. L., & Kalita, J. K. (2023) · IEEE Access · doi:10.1109/access.2023.3307635 · Cited by 15
Romero-Rodríguez, P. (2023) · 593 Digital Publisher CEIT · doi:10.33386/593dp.2023.5.1976 · Cited by 12
Cronjé, J. C. (2023) · The Electronic Journal of e-Learning · doi:10.34190/ejel.21.5.3042 · Cited by 12
Yesmin, S. (2023) · Science & Technology Libraries · doi:10.1080/0194262x.2023.2269230 · Cited by 14
Percepción y uso de los chatbots entre estudiantes de posgrado online: Un estudio exploratorio
Segovia-García, N. (2023) · Revista de Investigación en Educación · doi:10.35869/reined.v21i3.4974 · Cited by 12
ChatGPT, an Excellent Liar: How Conversational Agents’ Hallucinations Impact Learning and Teaching
Salamin, A.-D., Russo, D., & Rueger, D. (2023) · The Proceedings of the International Conference on Teaching, Learning and Education. · doi:10.33422/6th.iacetl.2023.11.100 · Cited by 15
Wong, L. H., Park, H., & Looi, C. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12962 · Cited by 13
Becoming-with-AI: Rethinking Professional Knowledge Through Generative Knowing
Lim, A., & Nicolaides, A. (2024) · Reflective Practice · doi:10.1080/14623943.2024.2321227 · Cited by 14
“…Pretrained Transformer language (GPT) model, arguably produces the most human-like writings that are expected to disrupt academic integrity and challenge the education assessment (Eaton et al., 2023; Rudolph et al., 2023) with not-yet known implications in pedagogical settings (Siemens, 2020).”
BackgroundEnhanced Educational Experiences through Personalized and AI-based Learning
Kretzschmar, V., Sailer, A., Wertenauer, M., & Seitz, J. (2024) · International Journal on Studies in Education · doi:10.46328/ijonse.206 · Cited by 12
Engaging With Artificial Intelligence in Graphic Design Education
Muji, S., Svensson, E., & Faraon, M. (2023) · International Workshop on Artificial Intelligence and Education (WAIE) · doi:10.1109/waie60568.2023.00013 · Cited by 19
“The introduction of Chat Generative Pre-trained Transformer (ChatGPT) by OpenAI, a generative AI model (GAI) that can generate various types of content (e.g., text, code) [17], is expected to transform teaching and learning in higher education.”
BackgroundMethodFaccia, A., Ridon, M., Beebeejaun, Z., & Moşteanu, N. R. (2023) · International Conference on Information Systems Engineering (ICISE) · doi:10.1145/3641032.3641055 · Cited by 17
“The rapid progress in Generative AI has sparked considerable excitement in Higher Education [1].”
BackgroundIs ChatGPT a source to enhance firms’ strategic value and business sustainability?
AlQershi, N. A., Thursamy, R., Alzoraiki, M., Ali, G. A., Emam, A. S., & Nasir, M. D. B. M. (2024) · Journal of Science and Technology Policy Management · doi:10.1108/jstpm-05-2023-0064 · Cited by 15
Tanay, B. A., Arinze, L., Joshi, S. S., Davis, K., & Davis, J. C. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--46557 · Cited by 12
Greer, K. M., Khan, S., Sangmo, D., Greene, A. R., & Rutkowski, D. (2024) · Sex Education · doi:10.1080/14681811.2024.2401802 · Cited by 12
Benjamín, M.-Q. (2025) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2025.15.1.2218 · Cited by 16
Biswas, M. I., Talukder, M. S., & Chen, Y. (2025) · International Journal of Educational Management · doi:10.1108/ijem-09-2023-0463 · Cited by 13
Breazu, P., Schirmer, M., Hu, S., & Katsos, N. (2024) · Journal of Multicultural Discourses · doi:10.1080/17447143.2025.2476967 · Cited by 15
Quantum leap in medical mentorship: exploring ChatGPT’s transition from textbooks to terabytes
Chokkakula, S., Chong, S., Yang, B., Jiang, H., Yu, J., Han, R., Attitalla, I. H., Yin, C., & Zhang, S. (2025) · Frontiers in Medicine · doi:10.3389/fmed.2025.1517981 · Cited by 12
“These models are versatile, capable of producing outputs in various formats, such as text, images, and music (3, 4).”
The Impact of Digital Safety Competence on Cognitive Competence, AI Self-Efficacy, and Character
Ma, C. M. S., Shek, D. T. L., Fan, I. Y. H., Zhu, X., & Hu, X. (2025) · Applied Sciences · doi:10.3390/app15105440 · Cited by 21
Alshammarı, S. H., Almankory, A. Z., & Alrashidi, M. E. (2025) · RIED Revista Iberoamericana de Educación a Distancia · doi:10.5944/ried.28.2.43476 · Cited by 13
Claude AI and Literature Reviews: An Experiment in Utility and Ethical Use
Sparkman, M., & Witt, A. (2025) · Library trends · doi:10.1353/lib.2025.a961199 · Cited by 17
“These programs are capable of recalling information from previous questions in the same thread (Gao et al. 2022; Rudolph, Tan, and Tan 2023).”
InfluentialValentine Joseph Owan, P. D., Chukwu, C. O., Agama, V. U., Owan, T. J., Ogar, J. O., & Etorti, I. J. (2025) · Discover Education · doi:10.1007/s44217-025-00770-6 · Cited by 25
“It has been shown that ChatGPT supports students in exploring research questions and managing tasks such as literature reviews, which can strengthen their confidence in research methods [19, 60].”
The Contribution of Digital Portfolios to Higher Education Students’ Autonomy and Digital Competence
Recalde, J. M., Álvarez, A. M. C., & Justo, C. P. (2023) · Education Sciences · doi:10.3390/educsci13080829 · Cited by 12
ChatGPT: Systematic Review of Potentials and Limitations in Education
Patrício, M. R., & Gonçalves, B. F. (2024) · Lecture notes in networks and systems · doi:10.1007/978-3-031-54256-5_32 · Cited by 12
Integrating AI in Education: Opportunities, Challenges and Responsible Use of ChatGPTPreprint
Boxleitner, A. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4566873 · Cited by 14
Editorial for special issue: Digital multimodal composing in the era of artificial intelligence
Lim, F. V., Gilje, Ø., & Djonov, E. (2025) · Computers & composition/Computers and composition · doi:10.1016/j.compcom.2024.102911 · Cited by 16
Sparks of Large Audio Models: A Survey and Outlook
Latif, S., Shoukat, M., Shamshad, F., Usama, M., Ren, Y., Cuayáhuitl, H., Wang, W., Zhang, X., Togneri, R., Cambria, E., et al. (2023) · arXiv · doi:10.48550/arxiv.2308.12792 · Cited by 17
“…detecting text generated by LLMs, while Chang et al. [29] have examined the various ways to evaluate LLMs. Additionally, there are a number of surveys dedicated to investigating the specialised applications of Large Models in various fields such as vision [23, 24, 32, 33], education [34–37, 63 ],”
BackgroundShishakly, R. (2025) · European Journal of STEM Education · doi:10.20897/ejsteme/17646 · Cited by 14
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.
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