arXiv AI
Responsible Institutional Analytics: Interpreting Bias with AI Support
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Policy Fragmentation or Institutional Alignment? Institutional Governance of AI in Universities and Business Schools
arXiv:2608. 03584v1 Announce Type: new Abstract: Artificial intelligence (AI) is rapidly transforming high-skilled domains, requiring higher education institutions (HEI) to balance the teaching of foundational principles with the integration of emerging tools to ensure workforce readiness.
arXiv AI
Jul 10
Using AI-based Learning Assistants in Higher Education: A Large-Scale Descriptive Analysis
arXiv:2607. 08748v1 Announce Type: new Abstract: In this study, we present a large-scale descriptive analysis of the use of an AI-based learning assistant (Syntea) in higher education.
arXiv AI
Jul 15
A Comparative Analysis of Institutional and Course Generative AI Policies within Higher Education: Implications for Instruction in Computing Education
arXiv:2607. 12296v1 Announce Type: cross Abstract: With the increased use of generative AI (GenAI) applications such as ChatGPT, higher education institutions (HEIs) have released a range of guidelines and policies to direct adoption within their institutions.
arXiv AI
Sep 15
Investigating the Impacts of Generative AI on Information Seeking
arXiv:2609.14638v1 Announce Type: cross Abstract: This paper is an encore submission of our 2026 journal article "Expertise and Information Seeking in the Age of Generative AI: New Procedures, New Pr...
arXiv AI
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Tracing GenAI Literacy: Uncovering Student-AI Interaction Patterns in Academic Writing through Epistemic Network Analysis
arXiv:2606. 00040v1 Announce Type: cross Abstract: As Generative AI (GenAI) becomes integral to education, fostering GenAI literacy is critical.
arXiv AI
Aug 18
Dynamic Evidence Collection Ecosystem for Assessment Integrity and Authentic Competence
arXiv:2608. 16016v1 Announce Type: cross Abstract: Generative Artificial Intelligence (GenAI) can produce high-quality essays, code, and design artefacts, challenging the validity of conventional assessments that rely on single-point submissions and product-only grading.