Austin, J., Odena, A., Nye, M., Bosma, M., Michalewski, H., Dohan, D., et al.
(2021) Program
Synthesis with Large Language Models. https://doi.org/10.48550/arXiv.2108.07732
Bond, M., H. Khosravi, M. De Laat, N. Bergdahl, V. Negrea, E. Oxley, P. Pham, S. W. Chong,
and G. Siemens. 2024. “A Meta Systematic Review of Artificial Intelligence in Higher
Education: A Call for Increased Ethics, Collaboration, and Rigour.” International Journal
of Educational Technology in Higher Education 21 (1): 4.
https://doi.org/10.1186/s41239-023-00436-z
Boscardin, C. K., Gin, B., Golde, P. B., & Hauer, K. E. (2024). ChatGPT and generative
artificial intelligence for medical education: Potential impact and opportunity. Academic
Medicine: Journal of the Association of American Medical Colleges, 99(1), 22–27.
[CrossRef] [PubMed]
Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19
on education. VoxEu. org, 1(2)
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the
field. International Journal of Educational Technology in Higher Education, 20(1), 22.
[CrossRef]
Crabtree, M. (2024) What Is Prompt Engineering? A Detailed Guide for 2024.
https://www.datacamp.com/blog/what-is-prompt-engineering-the-future-of-
aicommunication
Doren, G., D., & Duffy, L. K. (2016). Teaching chemistry in rural America: A comparative study
examining innovative informal education and applied science approaches to improving
engagement. International Research in Education, 4(2), 48-62.
https://doi.org/10.5296/ire.v4i2.9537
Duan, Y., J. S. Edwards, and Y. K. Dwivedi. 2019. “Artificial Intelligence for Decision Making
in the era of Big Data– Evolution, Challenges and Research Agenda.” International
Journal of Information Management 48:63– 71.
https://doi.org/10.1016/j.ijinfomgt.2019.01.021
Editorials, N. (2023). Tools such as ChatGPT threaten transparent science; here are our ground
rules for their use. Nature, 613(7945), 612. https://doi.org/10.1038/d41586- 023-00191-1
Ekin, S. (2023). Prompt engineering for ChatGPT: a quick guide to techniques, tips, and best
practices. Authorea Preprints. http://dx.doi.org/10.36227/techrxiv.22683919
Farazouli, A., Cerratto-Pargman, T., Bolander-Laksov, K., & McGrath, C. (2024). Hello GPT!
Goodbye home examination? An exploratory study of AI chatbots impact on university
teachers’ assessment practices. Assessment & Evaluation in Higher Education, 49(3),
363-375. https://doi.org/10.1080/0 2602938.2023.2241676
Gobert, J. D. 2023. “Inq-ITS: Creating Rigorous Assessment and Real-Time Support of Science
Learning.” XRDS: Crossroads, The ACM Magazine for Students 29 (3): 36– 40.
https://doi.org/10.1145/3589647
Graf, S., Kinshuk, D., & Liu, T.-C. (2009). Supporting teachers in identifying students’ learning
styles in learning management systems: An automatic student modelling approach.
Educational Technology & Society, 12, 3–14.
Gronlund, N. E. (2018). Assessment of student achievement: ERIC.
Heilman, M., Collins-Thompson, K., Callan, J., & Eskenazi, M. (2006, September 17–21).
Classroom success of an intelligent tutoring system for lexical practice and reading
comprehension. INTERSPEECH 2006—ICSLP, Ninth International Conference on
Spoken Language Processing, Pittsburgh, PA, USA. [CrossRef]
Koraishi, O. (2023). Teaching English in the age of AI: Embracing ChatGPT to optimize EFL
materials and assessment. Language Education and Technology, 3(1), 1. Available
online: https://langedutech.com/letjournal/index.php/let/article/view/48 (accessed on 11
August 2024).
Kapur, R. (2023). AI made simple: A beginner’s guide to generative intelligence. Rinity Media.
Leite, B. S. (2018). Active technological learning. Revista internacional de educação superior
[International Journal of Higher Education], 4(3), 580-609. https://doi.org/10.20396
riesup.v4i3.8652160
Luckin, R., & Holmes, W. (2016). Intelligence unleashed: An argument for AI in education.
Pearson.
McCalla, G. 2023. “The History of Artificial Intelligence in Education – the First Quarter
Century.” In Handbook of Artificial Intelligence in Education, edited by B. du Boulay, T.
Mitrovic, and K. Yacef. Cheltenham: Edward Elgar Publishing. Accessed February 13,
2024. https://doi. org/10.4337/9781800375413
Marzuki, Widiati, U., Rusdin, D., & Darwin. (2023). The impact of AI writing tools on the
content and organization of students’ writing: EFL teachers’ perspective. Cogent
Education, 10, 2236469. [CrossRef]
McFarlane, A. (2003). Editorial. Assessment for the Digital Age. Assessment in Education:
Principles, Policy & Practice, 10(3), 261-266. doi:10.1080/0969594032000148127
M. Hueso, R. Álvarez, D. Marí, V. Ribas-Ripoll, K. Lekadir, and A. Vellido, “Is generative
artificial intelligence the next step toward a personalized hemodialysis,” Rev. Invest.
Clin, vol. 75, pp. 309–317, 2023
Miao, F., and W. Holmes. 2023. “Guidance for Generative AI in Education and Research.”
https://www.unesco.org/en/ articles/guidance-generative-ai-education
Moorhouse, B. L., Yeo, M. A., & Wan, Y. (2023). Generative AI tools and assessment:
Guidelines of the world’s top-ranking universities. Computers and Education Open, 5,
100151. [CrossRef]
Neumann, A. T., T. Arndt, L. Köbis, R. Meissner, A. Martin, P. de Lange, N. Pengel, R.
Klamma, and H. W. Wollersheim. 2021. “Chatbots as a Tool to Scale Mentoring
Processes: Individually Supporting Self-Study in Higher Education.”
Nirala, K. K., N. K. Singh, and V. S. Purani. 2022. “A Survey on Providing Customer and Public
Administration Based Services Using AI: Chatbot.” Multimedia Tools and Applications
81 (16): 22215–22246. https://doi.org/10. 1007/s11042-021-11458-y
Nguyen, N., and S. Nadi. 2022. “An Empirical Evaluation of GitHub Copilot’s Code
Suggestions.” In Proceedings of Proceedings of the 19th International Conference on
Mining Software Repositories (MSR’22), 1–5. ACM.
Nguyen, Q., B. Rienties, and J. T. E. Richardson. 2020. “Learning Analytics to Uncover
Inequality in Behavioural Engagement and Academic Attainment in a Distance Learning
Setting.” Assessment and Evaluation in Higher Education 45 (4): 594–606.
https://doi.org/10.1080/ 02602938.2019.1679088.
Nguyen, Q., B. Rienties, and D. Whitelock. 2022. “Informing Learning Design in Online
Education Using Learning Analytics of Student Engagement.” In Open World Learning:
Research, Innovation and the Challenges of High-Quality Education, edited by B.
Rienties, R. Hampel, E. Scanlon, and D. Whitelock, 189–207. Oxfordshire: Routledge.
Nguyen, H. A., H. Stec, X. Hou, S. Di, and B. M. McLaren. 2023. “Evaluating ChatGPT’s
Decimal Skills and Feedback Generation in a Digital Learning Game.” In European
Conference on Technology Enhanced Learning, edited by O. Viberg, I. Jivet, and P.
Muñoz-Merino, 278– 293. Cham: Springer Nature Switzerland.
Nowlan, S.J. and Platt, J.C. (1994) A Convolutional Neural Network Hand Tracker. Proceedings
of the 7th International Conference on Neural Information Processing Systems, Denver
Colorado, 1 January 1994, 901-903.
OpenAI. 2023. “Introducing ChatGPT.” https://openai.com/ blog/chat
OpenAI. (2023, March 14). GPT-4. Available online: https://openai.com/index/gpt-4-research/
(accessed on 25 November 2024)
Osborne, J., & Hennessy, S. (2023). Literature review in science education and the role of ICT:
Promise, problems and future directions (Vol. 6): Futurelab London, United Kingdom
Porter, L., and D. Zingaro. 2024. Learn AI-Assisted Python Programming: With Github Copilot
and ChatGPT. New York City: Simon and Schuster
Qian, Y., Wang, Y., Wen, J., Wu, S., & Zhang, J. (2023). One hundred core concepts in
chemistry and upper-secondary school teachers’ and students’ chemistry conceptual
structures. Journal of Baltic Science Education, 22(3), 493- 505.
https://doi.org/10.33225/jbse/23.22.493
Reynolds, L., & McDonell, K. (2021, May 8–13). Prompt programming for large language
models: Beyond the few-shot paradigm. Extended Abstracts of the 2021 CHI Conference
on Human Factors in Computing Systems (pp. 1–7), Yokohama, Japan. [CrossRef]
Rudolph, J., Tan, S., & Tan, S. (2023). War of the chatbots: Bard, Bing Chat, ChatGPT, Ernie
and beyond. The new AI gold rush and its impact on higher education. Journal of Applied
Learning and Teaching, 6(1), 364-389. https://doi. org/10.37074/jalt.2023.6.1.23.
Rudolph, J., Ismail, F., & Popenici, S. (2024a). Higher education’s generative artificial
intelligence paradox: The meaning of chatbot mania. Journal of University Teaching and
Learning Practice, 21(6), 1-35. https://open-publishing.
org/journals/index.php/jutlp/article/view/744
Sahoo, P., Singh, A. K., Saha, S., Jain, V., Mondal, S., & Chadha, A. (2024). A Systematic
Survey of Prompt Engineering in Large Language Models: Techniques and Applications.
arXiv preprint arXiv: 2402.07927. https://doi.org/10.48550/arXiv.2402.07927
Sallam, M. ChatGPT Utility in Healthcare Education, Research, and Practice: Systematic
Review on the Promising Perspectives and Valid Concerns. Healthcare 2023, 11 (6),
887−906
Sánchez, I. C., Velarde-Camaqui, D., & Glasserman-Morales, L. D. (2024). The impact of large
language models on higher education: Exploring the connection between AI and
Education 4.0. Frontiers in Education, 9, 1392091. [CrossRef] Pesovski, I., Henriques,
R., & Trajkovik, V. (2024). Generative AI for Customizable Learning Experiences.
Sustainability, 16, 3034. [CrossRef]
Strobelt, H., Webson, A., Sanh, V., Hoover, B., Beyer, J., Pfister, H., & Rush, A. M. (2022).
Interactive and visual prompt engineering for ad-hoc task adaptation with large language
models. IEEE transactions on visualization and computer graphics, 29(1), 1146-1156.
https://doi.org/10.48550/arXiv.2208.07852s, N., & Harding, R. (2023). The horseless
carriage stage: Replacing conventional measures. Assessment in Education: Principles,
Policy & Practice, 10(3), 267-277.
Wang, Z., A. Lan, and R. Baraniuk. 2021. “Math Word Problem Generation with Mathematical
Consistency and Problem Context Constraints.” In Proceedings of the 2021 Conference
on Empirical Methods in Natural Language Processing, 5986–5999.
Wang, Z., J. Valdez, D. B. Mallick, and R. Baraniuk. 2022. “Towards Human-Like Educational
Question Generation with Large Language Models.” In Proceedings of 23rd International
Conference on Artificial Intelligence in Education, Part 1, edited by M. M. Rodrigo, N.
Matsuda, A. I. Cristea, and V. Dimitrova, 153–166. Durham: Springer
Zou, X., Su, P., Li, L., & Fu, P. (2024). AI-generated content tools and students’ critical
thinking: Insights from a Chinese university. IFLA Journal, 50(2), 228–241. [CrossRef]