Browsing by Author "Han B"

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    Automating Systematic Literature Reviews with Retrieval-Augmented Generation: A Comprehensive Overview
    (MDPI (Basel, Switzerland), 2024-10-09) Han B; Susnjak T; Mathrani A; Garcia Villalba LJ
    This study examines Retrieval-Augmented Generation (RAG) in large language models (LLMs) and their significant application for undertaking systematic literature reviews (SLRs). RAG-based LLMs can potentially automate tasks like data extraction, summarization, and trend identification. However, while LLMs are exceptionally proficient in generating human-like text and interpreting complex linguistic nuances, their dependence on static, pre-trained knowledge can result in inaccuracies and hallucinations. RAG mitigates these limitations by integrating LLMs’ generative capabilities with the precision of real-time information retrieval. We review in detail the three key processes of the RAG framework—retrieval, augmentation, and generation. We then discuss applications of RAG-based LLMs to SLR automation and highlight future research topics, including integration of domain-specific LLMs, multimodal data processing and generation, and utilization of multiple retrieval sources. We propose a framework of RAG-based LLMs for automating SRLs, which covers four stages of SLR process: literature search, literature screening, data extraction, and information synthesis. Future research aims to optimize the interaction between LLM selection, training strategies, RAG techniques, and prompt engineering to implement the proposed framework, with particular emphasis on the retrieval of information from individual scientific papers and the integration of these data to produce outputs addressing various aspects such as current status, existing gaps, and emerging trends.
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    Interpreting academic integrity transgressions among learning communities
    (BioMed Central Limited, 2021-12) Mathrani A; Han B; Mathrani S; Jha M; Scogings C
    Educational institutions rely on academic citizenship behaviors to construct knowledge in a responsible manner. However, they often struggle to contain the unlawful reuse of knowledge (or academic citizenship transgressions) by some learning communities. This study draws upon secondary data from two televised episodes describing contract cheating (or ghostwriting) practices prevalent among international student communities. Against this background, we have investigated emergent teaching and learning structures that have been extended to formal and informal spaces with the use of mediating technologies. Learners’ interactions in formal spaces are influenced by ongoing informal social experiences within a shared cultural context to influence learners’ agency. Building upon existing theories, we have developed an analytical lens to understand the rationale behind cheating behaviors. Citizenship behaviors are based on individual and collective perceptions of what constitutes as acceptable or unacceptable behavior. That is, learners who are low in motivation and are less engaged with learning may collude; more so, if cheating is not condemned by members belonging to their informal social spaces. Our analytical lens describes institutional, cultural, technological, social and behavioral contexts that influence learner agency.