Jianhua Yang

This study presents an exploratory, generative AI (GenAI)-assisted full-text analysis of barriers to using GenAI in education within an arXiv corpus. A total of 19,756 records were retrieved using a keyword search and then screened for relevance using three large language models (LLMs), GPT-4o mini, Gemini 2.0 flash-lite, and Llama3-70B (Groq), through a voting mechanism. This yielded a corpus of 1998 education-relevant full-text articles. Using GPT-4o, learning and teaching scenarios (LTSs) were extracted using a structured 6As framework (Actor, Activity, AI Role, AI Interface, Assessment, Achievement) developed for this study. Barrier themes were derived separately by clustering a total of 4729 barrier descriptions, embedded using OpenAI’s embedding model. The descriptive results indicate: (i) STEM (science, technology, engineering, and mathematics) vs. non-STEM distributions of GenAI use cases are broadly comparable; (ii) approximately 75% of reported GenAI intervention outcomes were classified as non-negative across the different disciplines; and (iii) reported barriers show different descriptive patterns between STEM and non-STEM disciplines. STEM use cases more frequently report performance constraints, while non-STEM ones more frequently report privacy and workflow integration concerns. The observed disciplinary differences in extracted barriers suggest that approaches to supporting GenAI use may need to vary by disciplinary context. However, the findings are limited by arXiv coverage and limited human validation; future research should broaden source coverage and strengthen robust validation.

Generative artificial intelligence (GenAI) is rapidly reshaping higher education, yet barriers to its adoption across different disciplines and institutional roles remain underexplored. The existing literature frequently attributes adoption barriers to individual-level factors such as perceived usefulness and ease of use. This study instead investigates how such barriers are associated with structural conditions. Drawing on a multi-method survey analysis of 272 academic and professional service (PS) staff at Russell Group university, we examine how disciplinary contexts and institutional roles influence perceived barriers. By integrating multinomial logistic regression (MLR), structural equation modelling (SEM), and semantic clustering of open-ended responses, we move beyond descriptive accounts to develop a multi-level account of GenAI adoption. Our findings reveal patterned differences: non-STEM academics primarily report ethical and cultural barriers related to academic integrity, whereas STEM and PS staff disproportionately emphasize institutional, governance, and infrastructure constraints. We conclude that GenAI adoption barriers are deeply embedded in organizational ecosystems and epistemic norms, while also reflecting individual experiences and other unmeasured factors, suggesting that universities must move beyond generalized training to develop role-specific governance and support frameworks.

The equitable assessment of individual contribution in teams remains a persistent challenge, where conflict and disparity in workload can result in unfair performance evaluation, often requiring manual intervention - a costly and challenging process. We survey existing tool features and identify a gap in conflict resolution methods and AI integration. To address this, we propose a framework and implementation design for a novel AI-enhanced tool that assists in dispute investigation. The framework organises heterogeneous artefacts - submissions (code, text, media), communications (chat, email), coordination records (meeting logs, tasks), peer assessments, and contextual information - into three dimensions with nine benchmarks: Contribution, Interaction, and Role. Objective measures are normalised, aggregated per dimension, and paired with inequality measures (Gini index) to surface conflict markers. A Large Language Model (LLM) architecture performs validated and contextual analysis over these measures to generate interpretable and transparent advisory judgments. We argue for feasibility under current statutory and institutional policy, and outline practical analytics (sentimental, task fidelity, word/line count, etc.), bias safeguards, limitations, and practical challenges.

Coding is a fundamental skill required in the engineering discipline, and much work exists exploring better ways of teaching coding in the higher education context. In particular, Code Snippets (CSs) are approved to be an effective way of introducing programming language units to students. CSs are portions of source code of varying size and content. They can be used in a myriad of ways, one of which is to teach the code they contain as well as its function. To further explore the use of CSs, a pedagogical summer internship project was set up at the Warwick Manufacturing Group (WMG). The scope of the considerations for the study derives from an educational standpoint. Within the evaluations made, the focus was primarily given to pieces of information which proved to provide evidence pertaining to the methodology involved in either teaching or developing teaching materials. By taking the results produced into account from a pedagogical perspective, it was found that several qualities of popular code snippet tutorials which benefit or hinder the learning process, including code length, interactivity, further support, and quality of explanation. These qualities are then combined and used to present a plan for the design of an effective learning resource which makes use of code snippets.

Coding is a fundamental skill required in the engineering discipline, and much work exists exploring better ways of teaching coding in the higher education context. In particular, Code Snippets (CSs) are approved to be an effective way of introducing programming language units to students. CSs are portions of source code of varying size and content. They can be used in a myriad of ways, one of which is to teach the code they contain as well as its function. To further explore the use of CSs, a pedagogical summer internship project was set up at the Warwick Manufacturing Group (WMG). The scope of the considerations for the study derives from an educational standpoint. Within the evaluations made, the focus was primarily given to pieces of information which proved to provide evidence pertaining to the methodology involved in either teaching or developing teaching materials. By taking the results produced into account from a pedagogical perspective, it was found that several qualities of popular code snippet tutorials which benefit or hinder the learning process, including code length, interactivity, further support, and quality of explanation. These qualities are then combined and used to present a plan for the design of an effective learning resource which makes use of code snippets.

During meiosis, DNA double-strand breaks (DSBs) occur throughout the genome, a subset of which are repaired to form reciprocal crossovers between chromosomes. Crossovers are essential to ensure balanced chromosome segregation and to create new combinations of genetic variation. Meiotic DSBs are formed by a topoisomerase-VI-like complex, containing catalytic (e.g. SPO11) proteins and auxiliary (e.g. PRD3) proteins. Meiotic DSBs are formed in chromatin loops tethered to a linear chromosome axis, but the interrelationship between DSB-promoting factors and the axis is not fully understood. Here, we study the localisation of SPO11-1 and PRD3 during meiosis, and investigate their respective functions in relation to the chromosome axis. Using immunocytogenetics, we observed that the localisation of SPO11-1 overlaps relatively weakly with the chromosome axis and RAD51, a marker of meiotic DSBs, and that SPO11-1 recruitment to chromatin is genetically independent of the axis. In contrast, PRD3 localisation correlates more strongly with RAD51 and the chromosome axis. This indicates that PRD3 likely forms a functional link between SPO11-1 and the chromosome axis to promote meiotic DSB formation. We also uncovered a new function of SPO11-1 in the nucleation of the synaptonemal complex protein ZYP1. We demonstrate that chromosome co-alignment associated with ZYP1 deposition can occur in the absence of DSBs, and is dependent on SPO11-1, but not PRD3. Lastly, we show that the progression of meiosis is influenced by the presence of aberrant chromosomal connections, but not by the absence of DSBs or synapsis. Altogether, our study provides mechanistic insights into the control of meiotic DSB formation and reveals diverse functional interactions between SPO11-1, PRD3 and the chromosome axis.

Meiotic chromosomes are organized into linear looped chromatin arrays by a protein axis localized along the loop-bases. Programmed remodelling of the axis occurs during prophase I of meiosis. Structured illumination microscopy (SIM) has revealed dynamic changes in the chromosome axis in Arabidopsis thaliana and Brassica oleracea. We show that the axis associated protein ASY1 is depleted during zygotene concomitant with synaptonemal complex (SC) formation. Study of an Atpch2 mutant demonstrates this requires the conserved AAA+ ATPase, PCH2, which localizes to the sites of axis remodelling. Loss of PCH2 leads to a failure to deplete ASY1 from the axes and compromizes SC polymerisation. Immunolocalization of recombination proteins in Atpch2 indicates that recombination initiation and CO designation during early prophase I occur normally. Evidence suggests that CO interference is initially functional in the mutant but there is a defect in CO maturation following designation. This leads to a reduction in COs and a failure to form COs between some homologous chromosome pairs leading to univalent chromosomes at metaphase I. Genetic analysis reveals that CO distribution is also affected in some chromosome regions. Together these data indicate that the axis remodelling defect in Atpch2 disrupts normal patterned formation of COs. In the reproductive cells of many eukaryotes, a process called meiosis generates haploid gametes. During meiosis, homologous parental chromosomes (homologs) recombine forming crossovers (CO) that provide genetic variation. CO formation generates physical links called chiasmata, which are essential for accurate homolog segregation. CO control designates a sub-set of recombination precursors that will mature to form at least one chiasma between each homolog pair. Recombination is accompanied by extensive chromosome reorganization. Formation of a proteinaceous axis organizes the pairs of sister chromatids of each homolog into conjoined linear looped chromatin arrays. Pairs of homologs then align and synapse becoming closely associated along their length by a protein structure, the synaptonemal complex (SC). The SC is disassembled at the end of prophase I and recombination is completed. We have investigated the link between recombination and chromosome remodelling by analysing the role of a protein, PCH2, which we show is required for remodelling of the chromosome axis during SC formation. In wild type, immunolocalization reveals depletion of the axis-associated signal of the axis component, ASY1, along synapsed regions of the chromosomes. In the absence of PCH2, the ASY1 signal is not depleted from the chromosome axis and the SC does not form normally. Although this defect in chromosome remodelling has no obvious effect on CO designation, CO maturation is perturbed such that the formation of at least one CO per homolog pair no longer occurs.