{"record_type":"pith_number_record","schema_url":"https://pith.science/schemas/pith-number/v1.json","pith_number":"pith:2025:YIO5DMFQZ4I2H7ZLVFZNN2QFPT","short_pith_number":"pith:YIO5DMFQ","schema_version":"1.0","canonical_sha256":"c21dd1b0b0cf11a3ff2ba972d6ea057cc6578a49a17ca28ce3b02c538df83b89","source":{"kind":"arxiv","id":"2504.13038","version":1},"attestation_state":"computed","paper":{"title":"How Large Language Models Are Changing MOOC Essay Answers: A Comparison of Pre- and Post-LLM Responses","license":"http://creativecommons.org/licenses/by-sa/4.0/","headline":"","cross_cats":["cs.CL"],"primary_cat":"cs.CY","authors_text":"Arto Hellas, Jukka K. Nurminen, Leo Lepp\\\"anen, Lili Aunimo, Linda Mannila","submitted_at":"2025-04-17T15:51:59Z","abstract_excerpt":"The release of ChatGPT in late 2022 caused a flurry of activity and concern in the academic and educational communities. Some see the tool's ability to generate human-like text that passes at least cursory inspections for factual accuracy ``often enough'' a golden age of information retrieval and computer-assisted learning. Some, on the other hand, worry the tool may lead to unprecedented levels of academic dishonesty and cheating. In this work, we quantify some of the effects of the emergence of Large Language Models (LLMs) on online education by analyzing a multi-year dataset of student essa"},"verification_status":{"content_addressed":true,"pith_receipt":true,"author_attested":false,"weak_author_claims":0,"strong_author_claims":0,"externally_anchored":false,"storage_verified":false,"citation_signatures":0,"replication_records":0,"graph_snapshot":true,"references_resolved":false,"formal_links_present":false},"canonical_record":{"source":{"id":"2504.13038","kind":"arxiv","version":1},"metadata":{"license":"http://creativecommons.org/licenses/by-sa/4.0/","primary_cat":"cs.CY","submitted_at":"2025-04-17T15:51:59Z","cross_cats_sorted":["cs.CL"],"title_canon_sha256":"ff8510cacfe3a8ce17d54a69d55bec14e542aa688ccb56a1f9548572c3063585","abstract_canon_sha256":"6759bb915cada0ce313e4aedcdc088b32c3a873981d169cafc194a2b29e6d1fc"},"schema_version":"1.0"},"receipt":{"kind":"pith_receipt","key_id":"pith-v1-2026-05","algorithm":"ed25519","signed_at":"2026-07-05T10:50:36.632035Z","signature_b64":"fZ3Cl0LKq55et2iHO619rBpqr96jlA1S5vZJFIR01CQI6ns12f3yCMpFh+0gYVOJnUlIq0CXZc5tT0jcIb60DA==","signed_message":"canonical_sha256_bytes","builder_version":"pith-number-builder-2026-05-17-v1","receipt_version":"0.3","canonical_sha256":"c21dd1b0b0cf11a3ff2ba972d6ea057cc6578a49a17ca28ce3b02c538df83b89","last_reissued_at":"2026-07-05T10:50:36.631560Z","signature_status":"signed_v1","first_computed_at":"2026-07-05T10:50:36.631560Z","public_key_fingerprint":"8d4b5ee74e4693bcd1df2446408b0d54"},"graph_snapshot":{"paper":{"title":"How Large Language Models Are Changing MOOC Essay Answers: A Comparison of Pre- and Post-LLM Responses","license":"http://creativecommons.org/licenses/by-sa/4.0/","headline":"","cross_cats":["cs.CL"],"primary_cat":"cs.CY","authors_text":"Arto Hellas, Jukka K. Nurminen, Leo Lepp\\\"anen, Lili Aunimo, Linda Mannila","submitted_at":"2025-04-17T15:51:59Z","abstract_excerpt":"The release of ChatGPT in late 2022 caused a flurry of activity and concern in the academic and educational communities. Some see the tool's ability to generate human-like text that passes at least cursory inspections for factual accuracy ``often enough'' a golden age of information retrieval and computer-assisted learning. Some, on the other hand, worry the tool may lead to unprecedented levels of academic dishonesty and cheating. In this work, we quantify some of the effects of the emergence of Large Language Models (LLMs) on online education by analyzing a multi-year dataset of student essa"},"claims":{"count":0,"items":[],"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57"},"source":{"id":"2504.13038","kind":"arxiv","version":1},"verdict":{"id":null,"model_set":{},"created_at":null,"strongest_claim":"","one_line_summary":"","pipeline_version":null,"weakest_assumption":"","pith_extraction_headline":""},"integrity":{"clean":true,"summary":{"advisory":0,"critical":0,"by_detector":{},"informational":0},"endpoint":"/pith/2504.13038/integrity.json","findings":[],"available":true,"detectors_run":[],"snapshot_sha256":"c28c3603d3b5d939e8dc4c7e95fa8dfce3d595e45f758748cecf8e644a296938"},"references":{"count":0,"sample":[],"resolved_work":0,"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57","internal_anchors":0},"formal_canon":{"evidence_count":0,"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57"},"author_claims":{"count":0,"strong_count":0,"snapshot_sha256":"258153158e38e3291e3d48162225fcdb2d5a3ed65a07baac614ab91432fd4f57"},"builder_version":"pith-number-builder-2026-05-17-v1"},"aliases":[{"alias_kind":"arxiv","alias_value":"2504.13038","created_at":"2026-07-05T10:50:36.631618+00:00"},{"alias_kind":"arxiv_version","alias_value":"2504.13038v1","created_at":"2026-07-05T10:50:36.631618+00:00"},{"alias_kind":"doi","alias_value":"10.48550/arxiv.2504.13038","created_at":"2026-07-05T10:50:36.631618+00:00"},{"alias_kind":"pith_short_12","alias_value":"YIO5DMFQZ4I2","created_at":"2026-07-05T10:50:36.631618+00:00"},{"alias_kind":"pith_short_16","alias_value":"YIO5DMFQZ4I2H7ZL","created_at":"2026-07-05T10:50:36.631618+00:00"},{"alias_kind":"pith_short_8","alias_value":"YIO5DMFQ","created_at":"2026-07-05T10:50:36.631618+00:00"}],"events":[],"event_summary":{},"paper_claims":[],"inbound_citations":{"count":2,"internal_anchor_count":0,"sample":[{"citing_arxiv_id":"2605.16284","citing_title":"Measuring Changes in Instructor Class Design and Student Learning After the Release of Large Language Models (LLMs)","ref_index":17,"is_internal_anchor":false},{"citing_arxiv_id":"2604.15460","citing_title":"The Crutch or the Ceiling? How Different Generations of LLMs Shape EFL Student Writings","ref_index":43,"is_internal_anchor":false}]},"formal_canon":{"evidence_count":0,"sample":[],"anchors":[]},"links":{"html":"https://pith.science/pith/YIO5DMFQZ4I2H7ZLVFZNN2QFPT","json":"https://pith.science/pith/YIO5DMFQZ4I2H7ZLVFZNN2QFPT.json","graph_json":"https://pith.science/api/pith-number/YIO5DMFQZ4I2H7ZLVFZNN2QFPT/graph.json","events_json":"https://pith.science/api/pith-number/YIO5DMFQZ4I2H7ZLVFZNN2QFPT/events.json","paper":"https://pith.science/paper/YIO5DMFQ"},"agent_actions":{"view_html":"https://pith.science/pith/YIO5DMFQZ4I2H7ZLVFZNN2QFPT","download_json":"https://pith.science/pith/YIO5DMFQZ4I2H7ZLVFZNN2QFPT.json","view_paper":"https://pith.science/paper/YIO5DMFQ","resolve_alias":"https://pith.science/api/pith-number/resolve?arxiv=2504.13038&json=true","fetch_graph":"https://pith.science/api/pith-number/YIO5DMFQZ4I2H7ZLVFZNN2QFPT/graph.json","fetch_events":"https://pith.science/api/pith-number/YIO5DMFQZ4I2H7ZLVFZNN2QFPT/events.json","actions":{"anchor_timestamp":"https://pith.science/pith/YIO5DMFQZ4I2H7ZLVFZNN2QFPT/action/timestamp_anchor","attest_storage":"https://pith.science/pith/YIO5DMFQZ4I2H7ZLVFZNN2QFPT/action/storage_attestation","attest_author":"https://pith.science/pith/YIO5DMFQZ4I2H7ZLVFZNN2QFPT/action/author_attestation","sign_citation":"https://pith.science/pith/YIO5DMFQZ4I2H7ZLVFZNN2QFPT/action/citation_signature","submit_replication":"https://pith.science/pith/YIO5DMFQZ4I2H7ZLVFZNN2QFPT/action/replication_record"}},"created_at":"2026-07-05T10:50:36.631618+00:00","updated_at":"2026-07-05T10:50:36.631618+00:00"}