English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Generative AI systems such as ChatGPT have a disruptive effect on learningand assessment. Computer science requires practice to develop skills in problemsolving and programming that are traditionally developed using assignments.Generative AI has the capability of completing these assignments for studentswith high accuracy, which dramatically increases the potential for academicintegrity issues and students not achieving desired learning outcomes. Thiswork investigates the performance of ChatGPT by evaluating it across threecourses (CS1,CS2,databases). ChatGPT completes almost all introductoryassessments perfectly. Existing detection methods, such as MOSS and JPlag(based on similarity metrics) and GPTzero (AI detection), have mixed success inidentifying AI solutions. Evaluating instructors and teaching assistants usingheuristics to distinguish between student and AI code shows that theirdetection is not sufficiently accurate. These observations emphasize the needfor adapting assessments and improved detection methods.

Student Mastery or AI Deception? Analyzing ChatGPT's Assessment Proficiency and Evaluating Detection Strategies