STEM exam performance: Open- versus closed-book methods in the large language model era.

ABSTRACT:

Background

The COVID-19 pandemic accelerated the shift to remote learning, heightening scrutiny of open-book examinations (OBEs) versus closed-book examinations (CBEs) within science, technology, engineering, arts and mathematics (STEM) education. This study evaluates the efficacy of OBEs compared to CBEs on student performance and perceptions within STEM subjects, considering the emerging influence of sophisticated large language models (LLMs) such as GPT-3.

Methods

Adhering to PRISMA guidelines, this systematic review analysed peer-reviewed articles published from 2013, focusing on the impact of OBEs and CBEs on university STEM students. Standardised mean differences were assessed using a random effects model, with heterogeneity evaluated by I² statistics, Cochr

SUBMITTER: Mizori R 

PROVIDER: S-EPMC11663729 | biostudies-literature | 2025 Feb

REPOSITORIES: biostudies-literature