AI Meets Academia
The Impact of ChatGPT on Transforming Assessment Design in UK Universities
Bibliographic Data
| ID | 6444836 |
|---|---|
| Authors | Faithfull Gonzo (0000-0001-5514-1351, University College Hospital, corresponding author), Ndinomholo Hamatui (0000-0002-6397-8597, Community Health Partnership), Munyaradzi Mukesi (0000-0002-5031-3959, Coventry University), Martin Gonzo (0000-0002-9958-8785, University of Greenwich) |
| Year | 2025 |
| Volume | 24 |
| Issue | 3-4 |
| Pages | 442-465 |
| Publication date | 2025-07-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Perspectives on Global Development and Technology (JOURNAL) |
| Journal identifiers | ISSN: 1569-1497 • E-ISSN: 1569-1500 |
| Publisher | Brill (PUBLISHER • NL) |
| DOI | 10.1163/15691497-12341718 |
| OpenAlex | W6884745668 |
| Language | EN |
| References cited | 7 |
This study investigated whether UK higher education academics had adjusted their assessment strategies in response to the emergence of artificial intelligence ( AI ), specifically focusing on the influence of AI tools like ChatGPT. A mixed-methods approach was adopted, integrating structured online questionnaires and semi-structured interviews to comprehensively analyze ChatGPT’s role in shaping assessment strategies in UK institutions of higher learning. Descriptive statistics were used to explore the extent of ChatGPT’s influence, while inferential methods, including chi-square tests, were used to assess variations in its impact across different academic disciplines. Thematic content analysis of interview data further elucidates educators’ perceptions and experiences concerning ChatGPT’s integration into assessment practices. Therefore, this research recommends that academics and learners harness AI ’s power and continuously update their skills to effectively and ethically navigate and apply AI tools. This approach will ensure their continued relevance within the dynamic realm of education
Descriptive statistics · Higher education · Perception · Power (physics · Realm · Relevance (law · Thematic analysis · Artificial Intelligence in Healthcare and Education · E-Learning and COVID-19 · Explainable Artificial Intelligence (XAI
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| Highly cited | No |
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