arXiv:2608. 12351v1 Announce Type: cross Abstract: Generative artificial intelligence (GenAI) has challenged the validity of unsupervised online assessment, especially in technical subjects where plausible answers can be produced with little effort.
By Riasat Islam (School of Electronic Engineering and Computer Science, Queen Mary University of London, London, United Kingdom), Thomas Roelleke (School of Electronic Engineering and Computer Science, Queen Mary University of London, London, United Kingdom)
arXiv:2606. 00038v1 Announce Type: cross Abstract: Artificial intelligence (AI) literacy is increasingly recognized as a foundational competency for all university graduates.
By J. Paul Liu, Rachel Levy
arXiv:2606. 12422v1 Announce Type: cross Abstract: The integration of large language models (LLMs) into educational assessment represents a transformative shift in classroom grading practices.
By Zewei Tian, Alex Liu, Lief Esbenshade, Michael Xiao, Zachary Zhang, Yulia L\'apicus, Thomas Han, Kevin He, Min Sun
arXiv:2604. 07102v2 Announce Type: replace-cross Abstract: Activation-based steering enables inference-time personalization of large language models, but its effects in educational applications are not well understood.
By Yongchao Wu, Aron Henriksson
arXiv:2606. 05983v1 Announce Type: new Abstract: Generative AI makes answers easy and understanding hard, and uncritical use invites cognitive offloading.
By Alexander Apartsin, Yehudit Aperstein
arXiv:2507. 04491v2 Announce Type: replace-cross Abstract: Large language models (LLMs) are rapidly being integrated into psychological and behavioral research as research tools, evaluation targets, human simulators, and cognitive models.
By Zhicheng Lin