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Research Article
ChatGPT, Copilot, Gemini, SciSpace and Wolfram versus higher education assessments: an updated multi-institutional study of the academic integrity impacts of Generative Artificial Intelligence (GenAI) on assessment, teaching and learning in engineering
Sasha Nikolica Faculty of Engineering and Information Sciences, University of Wollongong, Wollongong, AustraliaCorrespondence[email protected]
https://orcid.org/0000-0002-3305-9493View further author information
Carolyn Sandisona Faculty of Engineering and Information Sciences, University of Wollongong, Wollongong, Australia
https://orcid.org/0000-0002-5475-9640View further author information
Rezwanul Haqueb School of Science, Technology and Engineering, University of the Sunshine Coast, Sippy Downs, Australia
https://orcid.org/0000-0002-8641-4479View further author information
Scott Danielc School of Professional Practice & Leadership, University of Technology Sydney, Sydney, Australia
https://orcid.org/0000-0002-7528-9713View further author information
Sarah Grundyd School of Chemical Engineering, University of New South Wales, Sydney, Australia
https://orcid.org/0009-0009-9018-7385View further author information
Marina Belkinae College, Western Sydney University, Sydney, Australia
https://orcid.org/0009-0006-2660-2845View further author information
Sarah Lydenf School of Engineering, University of Tasmania, Hobart, Australia
https://orcid.org/0000-0002-5364-6011View further author information
Ghulam M. Hassang School of Computer Science & Software Engineering, University of Western Australia, Perth, Australia
https://orcid.org/0000-0002-6636-8807View further author information
Peter Neald School of Chemical Engineering, University of New South Wales, Sydney, Australia
https://orcid.org/0000-0002-8831-5327View further author information
Received 05 Apr 2024, Accepted 20 Jun 2024, Published online: 11 Jul 2024
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