Students’ Use of Generative AI Tools in Multiple Choice Exams
Published Online:11 May 2026https://doi.org/10.1287/ited.2025.0166
References
- (2025) The impact of generative AI tools on postgraduate students’ learning experiences: New insights into usage patterns. J. Inform. Tech. Ed. Res. 24(3):1–29.Google Scholar
- (2025) Beyond scenario creation: Human and GenAI synergy in situational judgment test response development. Ubiquity Proc. 6(1):9.Crossref, Google Scholar
- (2024) Designing and generating lesson plans combining open educational content and generative AI. Wimmer M, Egyed A, Combemale B, Chechik M, eds. Proc. ACM/IEEE 27th Internat. Conf. Model Driven Engrg. Languages Systems (Association for Computing Machinery (ACM), New York), 78–86.Google Scholar
- (2023) Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. Internat. J. Ed. Tech. High. Ed. 20:43.Google Scholar
- (2025) Student self-reflection as a tool for managing GenAI use in large class assessment. Discovery Ed. 4:72.Google Scholar
- (2025) 3: Generative AI in higher education: Transformative tools for research, teaching, and assessment. Sabbaghan S, ed. Navigating Generative AI in Higher Education (Edward Elgar Publishing, Cheltenham, UK), 33–53.Crossref, Google Scholar
- (2010) Bloom's taxonomy. Emerging Perspectives on Learning, Teaching, and Technology (University of Georgia, Athens, Greece), 41–47. Google Scholar
- (2017) Using AI to teach AI Lessons from an online AI class. AI Magazine 38(2):48–59.Crossref, Google Scholar
- (2024) The rapid rise of generative AI and its implications for academic integrity: Students’ perceptions and use of chatbots for assistance with assessments. Comput. Ed. Artificial Intelligence 7:100273.Crossref, Google Scholar
- (2021) ‘I knew that you were there, so I was talking to you’: The use of screen-recording videos in online language learning research. Qualitative Res. 21(1):120–139.Crossref, Google Scholar
- Honorlock (2025) Replace Yuja with Honorlock proctoring. Accessed August 6, 2025, https://honorlock.com/replace-yuja-proctoring/.Google Scholar
- Instructure (2025) Canvas LMS by instructure: Simplify teaching and learning. Accessed August 6, 2025, https://www.instructure.com/landing/canvas.Google Scholar
- (2024) Student perspectives on the use of generative artificial intelligence technologies in higher education. Internat. J. Ed. Integrity 20:2.Google Scholar
- (2025) Redesigning assessments for AI-enhanced learning: A framework for educators in the generative AI era. Ed. Sci. (Basel) 15(2):174.Google Scholar
- (2024) Comprehensive AI assessment framework: Enhancing educational evaluation with ethical AI integration. J. Ed. Tech. Online Learn. 7(4):521–540.Crossref, Google Scholar
- (2025) Examining faculty and student perceptions of generative AI in university courses. Innovative Higher Ed. 50(4):1281–1313.Crossref, Google Scholar
- (2024) The end of multiple choice tests: Using AI to enhance assessment. Preprint, submitted June 11, https://arxiv.org/abs/2406.07481.Google Scholar
- (2024) Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Comput. Edu Open 6:100174.Crossref, Google Scholar
- (2024) A critical review of GenAI policies in higher education assessment: A call to reconsider the “originality” of students’ work. Assessment Evaluation Higher Ed. 49(5):651–664.Crossref, Google Scholar
- (2025) How does GenAI affect trust in teacher-student relationships? Insights from students’ assessment experiences. Teaching Higher Ed. 30(4):991–1006. Crossref, Google Scholar
- (2024) Generative AI and its impact on activities and assessment in higher education: Some recommendations from master’s students. Proc. 4th Internat. Conf. AI Res. (ICAIR 2024), vol. 4 (ACI Academic Conferences International, Bicester, UK), 289–295.Google Scholar
- (2025) Guidelines for learning design and assessment for generative artificial intelligence-integrated education: A unified view. Inform. Learn. Sci. 126(7–8):491–512.Crossref, Google Scholar
- (2024) 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. Australasian J. Engrg. Ed. 29:126–153.Crossref, Google Scholar
- (2020) Honorlock: What the online proctor does and doesn’t do. Accessed April 23, 2026, https://news.wisc.edu/honorlock-what-it-does-and-doesnt-do/.Google Scholar
- (2024) Higher education assessment practice in the era of generative AI tools. Preprint, submitted April 1, https://arxiv.org/abs/2404.01036.Google Scholar
- (2025) Navigating the implications of generative AI in education, learning, and assessment. Internat. J. Res. Ed. Humanities Commerce 6(5).Crossref, Google Scholar
- (2023) The artificial intelligence assessment scale (AIAS): A framework for ethical integration of generative AI in educational assessment. J. University Teaching Learn. Practice 21(6).Google Scholar
- (2024) ChatGPT in exam rooms: Preliminary insights into student performance with and without AI assistance. Proc. Edulearn24 (IATED, Valencia, Spain), 5908–5914.Google Scholar
- (2025) Investigating the role of generative AI in transforming teaching, learning, and assessment practices. J. Appl. Linguistics TESOL 8(4):159–174.Crossref, Google Scholar
- (2024) Online students’ perceptions of generative AI. Accessed April 23, 2026, https://ecampus.oregonstate.edu/research/study/ai-survey/.Google Scholar
- (2024) A dialogic approach to transform teaching, learning & assessment with generative AI in secondary education: A proof of concept. Pedagogies 19(3):493–503.Crossref, Google Scholar
- (2024) Do AI chatbots improve students learning outcomes? Evidence from a meta-analysis. British J. Ed. Tech. 55(1):10–33.Crossref, Google Scholar
- (2025) Generative AI in graduate bioproces engineering exams: Is attention all students need? Ed. Chemical Engrg. 52:133–140.Crossref, Google Scholar
- (2024) Ed. Res. Perspectives 51:124–155.Crossref, Google Scholar

