Reinstating traditional sit-in exams to curb overreliance on artificial intelligence
Criminal Justice and Criminology, University of Arkansas at Little Rock, United States.
Review
World Journal of Advanced Science and Technology, 2025, 07(02), 011-024.
Article DOI: 10.53346/wjast.2025.7.2.0015
Publication history:
Received on 14 March 2025; revised on 03 May 2025; accepted on 06 May 2025
Abstract:
The growing use of Artificial Intelligence (AI) technologies in educational settings has prompted apprehensions over the decline of critical thinking, academic integrity, and authentic student involvement. Although AI provides assistance in research and writing, unthinking and excessive dependency on these technologies has resulted in shallow learning and a decline in intellectual autonomy. This paper examines the significance of reinstalling conventional sit-in exams as a remedy for the excessive reliance on AI in higher education, fostering genuine evaluation and academic integrity. A systematic review according to PRISMA guidelines was performed to guarantee a meticulous and transparent procedure of data gathering and analysis. Relevant literature was located using an extensive search across five major electronic databases such as Google Scholar, ACM Digital Library, IEEE Xplore, Scopus, and Web of Science, utilizing Boolean operators and topic-specific keywords. The review included peer-reviewed journal articles, conference proceedings, and book chapters published in English from 2018 to 2025. Inclusion and exclusion criteria were used to narrow the findings, culminating in the final selection of 252 empirical and theoretical sources for comprehensive examination. Data extraction used a standardised form, and theme synthesis was executed to discern predominant patterns and findings. The finding evaluation disclosed a prevalent and escalating apprehension about students' augmented utilisation of AI tools for academic tasks, often to the detriment of cultivating autonomous analytical and writing abilities. Conventional sit-in examinations were continuously emphasised in the literature as an effective means to assess authentic student knowledge and prevent academic misconduct. The results highlighted the insufficiency of current online and take-home evaluation methods in identifying AI-generated content. Identified themes included the influence of AI on learning behaviour, the constraints of existing digital assessments, and the resurgence of proctored in-person exams as a quality assurance measure. The integration of evidence indicates that conventional sit-in examinations are essential for maintaining academic standards. In-person examinations promote self-discipline, enhance engagement with course material, and reduce the potential for technological misconduct, unlike remote or take-home evaluations. Although AI may assist in certain facets of learning, it cannot replace the evaluative significance of conventional evaluations that measure cognitive recall, synthesis, and application. The research underscores the need for hybrid assessment frameworks that integrate AI-assisted formative instruments with summative in-person assessments to protect educational integrity. In conclusion, the systematic evaluation determines that reintroducing conventional sit-in examinations is a timely and effective measure against the over reliance on AI in academia. By emphasising academic rigour and personal responsibility, these examinations guarantee that learning results accurately represent genuine student skills. Institutions must implement equitable policies that include technological innovation while preserving the core objectives of higher education—specifically, critical thinking, academic integrity, and intellectual development.
Keywords:
Artificial Intelligence; Academic Integrity; Conventional Sit-in Examinations; Authentic Assessment
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Copyright © 2025 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0