| Chan (2023) | The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers? | 8 | 2 | 400 |
| de Winter (2023) | Can ChatGPT pass high school exams on English Language Comprehension? | 5 | 5 | 100 |
| Chan (2023) | Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education | 4 | 24 | 16.67 |
| Chan (2023) | A comprehensive AI policy education framework for university teaching and learning | 3 | 32 | 9.38 |
| Pursnani et al. (2023) | Performance of ChatGPT on the US fundamentals of engineering exam: Comprehensive assessment of proficiency and potential implications for professional environmental engineering practice | 2 | 1 | 200 |
| | Impact of ChatGPT on learners in an L2 writing practicum: An exploratory investigation | 1 | 46 | 2.17 |
| Herbold et al. (2023) | A large-scale comparison of human-written versus ChatGPT-generated essays | 1 | 2 | 50 |
| Jeon and Lee (2023) | Large language models in education: a focus on the complementary relationship between human teachers and ChatGPT | 1 | 38 | 2.63 |
| Rudolph (2023a, 2023b) | War of the chatbots: Bard, bing chat, ChatGPT, ernie and beyond. The new AI gold rush and its impact on higher education | 1 | 116 | 0.86 |