Journal of Data Science

Bastani H, Bastani O, Sungu A, Ge H, Kabakcı Ö, Mariman R (2024). Generative ai can harm learning. The Wharton School Research Paper.

Bayley T, Maclean KD, Weidner T (2024). Back to the future: Implementing large-scale oral exams. Management Teaching Review, 23792981241267744. https://doi.org/10.1177/23792981241267744

Chen L, Zaharia M, Zou J (2024). How is chatgpt’s behavior changing over time? Harvard Data Science Review, 6(2). https://doi.org/10.1162/99608f92.5317da47

Ellis AR, Slade E (2023). A new era of learning: Considerations for chatgpt as a tool to enhance statistics and data science education. Journal of Statistics and Data Science Education, 31(2): 128–133. https://doi.org/10.1080/26939169.2023.2223609

Fenton A (2025). Reconsidering the use of oral exams and assessments: An old way to move into a new future. Educational Researcher, 54(7): 430–436. https://doi.org/10.3102/0013189X251333638

Hariyanti F, Budayasa IK, Setianingsih R (2025). The role of ai in enhancing statistical literacy: A systematic review in education. Multidisciplinary Reviews, 8(12): 1–11. https://doi.org/10.31893/multirev.2025376

Theobold AS (2021). Oral exams: A more meaningful assessment of students’ understanding. Journal of Statistics and Data Science Education, 29(2): 156–159. https://doi.org/10.1080/26939169.2021.1914527

Wang KD, Wu Z, Tufts L, Wieman C, Salehi S, Haber N (2025a). Scaffold or crutch? Examining college students’ use and views of generative ai tools for stem education. In: 2025 IEEE Global Engineering Education Conference (EDUCON), 1–10. IEEE.

Wang S, Xu L, Liu J, Zhai Y (2025b). Addressing the challenges of AI-generated assignment submissions in education: Insights and strategies. Journal of Data Science, 24(1): 1–7. https://doi.org/10.6339/25-JDS1208