Staff profile

Dr Jasper Roe is a leading scholar in educational technology, artificial intelligence, and academic integrity. He has worked internationally, holding senior leadership positions at universities in Vietnam and Singapore, where he spent over a decade. His mixed-methods research is deeply interdisciplinary, drawing on applied linguistics, corpus and discourse analysis, sociology, and anthropology. Jasper is the author of How to Use Generative AI in Educational Research (Cambridge University Press) and has published over 30 peer-reviewed journal articles in prestigious outlets. He is best known as co-creator of the AI Assessment Scale (AIAS) and is a regularly invited keynote speaker at international conferences and for intergovernmental organisations, including for UNESCO.

Chapter in book

• Perspectives on academic integrity in the ASEAN region
  
  Roe, J., Perkins, M., Wong, C., & Chonu, G. K. (2024). Perspectives on academic integrity in the ASEAN region. In S. E. Eaton (Ed.), Second Handbook of Academic Integrity (pp. 61-76). Springer Nature Switzerland Cham. https://doi.org/10.1007/978-3-031-54144-5

Journal Article

• Generative AI in Self-Directed Learning: a thematic scoping review
  
  Roe, J., & Perkins, M. (2025). Generative AI in Self-Directed Learning: a thematic scoping review. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2025.2603431
• Generative AI as Cultural Artifact: Applying Anthropological Methods to AI Literacy
  
  Roe, J. (2025). Generative AI as Cultural Artifact: Applying Anthropological Methods to AI Literacy. Postdigital Science and Education, 7(4), 1107-1124. https://doi.org/10.1007/s42438-025-00547-y
• Digital plastic: a metaphorical framework for Critical AI Literacy in the multiliteracies era
  
  Roe, J., Furze, L., & Perkins, M. (2025). Digital plastic: a metaphorical framework for Critical AI Literacy in the multiliteracies era. Pedagogies: An International Journal, 1-15. https://doi.org/10.1080/1554480x.2025.2557491
• Reflecting Reality, Amplifying Bias? Using Metaphors to Teach Critical AI Literacy
  
  Roe, J., Perkins, M., & Furze, L. (2025). Reflecting Reality, Amplifying Bias? Using Metaphors to Teach Critical AI Literacy. Journal of Interactive Media in Education, 2025(1), Article 18. https://doi.org/10.5334/jime.961
• Editorial: Framing the Future with a Research Agenda for Artificial Intelligence in Higher Education
  
  Fitzgerald, R., Amantha Kumar, J., Roe, J., Roehrer, E., & Yang, J. (2025). Editorial: Framing the Future with a Research Agenda for Artificial Intelligence in Higher Education. Journal of University Teaching and Learning Practice, 22(3). https://doi.org/10.53761/jwt7ra63
• Can synthetic avatars replace lecturers? An exploratory international study of higher education stakeholder perceptions
  
  Roe, J., Perkins, M., Somoray, K., Miller, D., & Furze, L. (2025). Can synthetic avatars replace lecturers? An exploratory international study of higher education stakeholder perceptions. International Journal of Educational Technology in Higher Education, 22, Article 71. https://doi.org/10.1186/s41239-025-00568-4
• Deepfakes and higher education: A research agenda and scoping review of synthetic media
  
  Roe, J., Perkins, M., & Furze, L. (2024). Deepfakes and higher education: A research agenda and scoping review of synthetic media. Journal of University Teaching and Learning Practice, 21(10), 1-22. https://doi.org/10.53761/2y2np178
• Decoding academic integrity policies: A corpus linguistics investigation of AI and other technological threats
  
  Perkins, M., & Roe, J. (2024). Decoding academic integrity policies: A corpus linguistics investigation of AI and other technological threats. Higher Education Policy, 37, 633-653. https://doi.org/10.1057/s41307-023-00323-2
• Paraphrase or plagiarism? Exploring EAP students’ use of source material in a transnational university context
  
  Roe, J., O’Sullivan, D., Arumynathan, P., & Kappen, B. (2024). Paraphrase or plagiarism? Exploring EAP students’ use of source material in a transnational university context. Journal of Applied Learning & Teaching, 7(2), 232-245. https://doi.org/10.37074/jalt.2024.7.2.11
• Exploring the intersection of religious festivals and tourism approaches: a scoping review
  
  Roe, J., Thirumaran, K., Wong, C., & Mohammadi, Z. (2024). Exploring the intersection of religious festivals and tourism approaches: a scoping review. International Journal of Tourism Anthropology, 9(3), 237-260. https://doi.org/10.1504/IJTA.2024.138917
• The Artificial Intelligence Assessment Scale (AIAS): A framework for ethical integration of generative AI in educational assessment
  
  Perkins, M., Furze, L., Roe, J., & MacVaugh, J. (2024). The Artificial Intelligence Assessment Scale (AIAS): A framework for ethical integration of generative AI in educational assessment. Journal of University Teaching and Learning Practice, 21(6). https://doi.org/10.53761/q3azde36
• Detection of GPT-4 generated text in higher education: Combining academic judgement and software to identify generative AI tool misuse
  
  Perkins, M., Roe, J., Postma, D., McGaughran, J., & Hickerson, D. (2024). Detection of GPT-4 generated text in higher education: Combining academic judgement and software to identify generative AI tool misuse. Journal of Academic Ethics, 22, 89-113. https://doi.org/10.1007/s10805-023-09492-6
• Academic publisher guidelines on AI usage: A ChatGPT supported thematic analysis
  
  Perkins, M., & Roe, J. (2024). Academic publisher guidelines on AI usage: A ChatGPT supported thematic analysis. F1000Research, 12, Article 1398. https://doi.org/10.12688/f1000research.142411.2
• The use of Generative AI in qualitative analysis: Inductive thematic analysis with ChatGPT
  
  Perkins, M., & Roe, J. (2024). The use of Generative AI in qualitative analysis: Inductive thematic analysis with ChatGPT. Journal of Applied Learning & Teaching, 7(1), 390-395. https://doi.org/10.37074/jalt.2024.7.1.22
• Simple techniques to bypass GenAI text detectors: implications for inclusive education
  
  Perkins, M., Roe, J., Vu, B. H., Postma, D., Hickerson, D., McGaughran, J., & Khuat, H. Q. (2024). Simple techniques to bypass GenAI text detectors: implications for inclusive education. International Journal of Educational Technology in Higher Education, 21, Article 53. https://doi.org/10.1186/s41239-024-00487-w
• Is GenAI the Future of Feedback? Understanding Student and Staff Perspectives on AI in Assessment
  
  Roe, J., Perkins, M., & Ruelle, D. (2024). Is GenAI the Future of Feedback? Understanding Student and Staff Perspectives on AI in Assessment. Intelligent Technologies in Education (ITEd). https://doi.org/10.70770/rzzz6y35
• The AI Assessment Scale (AIAS) in Australian K-12 Education
  
  Furze, L., & Roe, J. (2024). The AI Assessment Scale (AIAS) in Australian K-12 Education. Teachers’ Frontiers, 1(1), 17-24.
• Student perceptions of peer cheating behaviour during COVID-19 induced online teaching and assessment
  
  Roe, J., Perkins, M., Chonu, G. K., & Bhati, A. (2024). Student perceptions of peer cheating behaviour during COVID-19 induced online teaching and assessment. Higher Education Research & Development, 43(4), 966-980. https://doi.org/10.1080/07294360.2023.2258820
• Welcome to the University of life, can I take your order? Investigating Life Experience Degree Offerings in Diploma mills
  
  Roe, J., & Perkins, M. (2023). Welcome to the University of life, can I take your order? Investigating Life Experience Degree Offerings in Diploma mills. International Journal for Educational Integrity, 19, Article 19. https://doi.org/10.1007/s40979-023-00138-z
• A review of AI-powered writing tools and their implications for academic integrity in the language classroom
  
  Roe, J., Renandya, W. A., & Jacobs, G. M. (2023). A review of AI-powered writing tools and their implications for academic integrity in the language classroom. Journal of English and Applied Linguistics, 2(1), Article 3. https://doi.org/10.59588/2961-3094.1035
• Towards an understanding of institutionality, culture, and organization in relation to power in discourse studies
  
  Roe, J. (2023). Towards an understanding of institutionality, culture, and organization in relation to power in discourse studies. Journal of Multicultural Discourses, 18(1), 78-86. https://doi.org/10.1080/17447143.2023.2209053
• Ecolinguistics and the Education of Young People
  
  Roe, J., Zhu, C., Chau, M. H., Guo, Q., & Jacobs, G. M. (2023). Ecolinguistics and the Education of Young People. LLT Journal: Journal on Language and Language Teaching, 26, 454-468. https://doi.org/10.24071/llt.v26i2.6800
• Using Cooperative Learning to Teach the Sustainable Development Goals
  
  Jacobs, G., Zhu, C., Chau, M. H., & Roe, J. (2023). Using Cooperative Learning to Teach the Sustainable Development Goals. Autonomy and Responsibility Journal Of Educational Sciences, 8(1), 39-52. https://doi.org/10.15170/AR.2023.8.1.3
• ‘What they’re not telling you about ChatGPT’: exploring the discourse of AI in UK news media headlines
  
  Roe, J., & Perkins, M. (2023). ‘What they’re not telling you about ChatGPT’: exploring the discourse of AI in UK news media headlines. Humanities and Social Sciences Communications, 10, Article 753. https://doi.org/10.1057/s41599-023-02282-w
• Changing Technologies or Changing Identities? The Effects of Online Teaching on Educator Identity in Vietnam During COVID-19.
  
  Utley, S., & Roe, J. (2022). Changing Technologies or Changing Identities? The Effects of Online Teaching on Educator Identity in Vietnam During COVID-19. International Journal of TESOL Studies, 4(3), 33-49. https://doi.org/10.46451/ijts.2022.03.04
• What are Automated Paraphrasing Tools and how do we address them? A review of a growing threat to academic integrity
  
  Roe, J., & Perkins, M. (2022). What are Automated Paraphrasing Tools and how do we address them? A review of a growing threat to academic integrity. International Journal for Educational Integrity, 18, Article 15. https://doi.org/10.1007/s40979-022-00109-w
• Reconceptualizing academic dishonesty as a struggle for intersubjective recognition: A new theoretical model
  
  Roe, J. (2022). Reconceptualizing academic dishonesty as a struggle for intersubjective recognition: A new theoretical model. Humanities and Social Sciences Communications, 9. https://doi.org/10.1057/s41599-022-01182-9
• Reducing plagiarism through academic misconduct education
  
  Perkins, M., Gezgin, U. B., & Roe, J. (2020). Reducing plagiarism through academic misconduct education. International Journal for Educational Integrity, 16(3), 1-15. https://doi.org/10.1007/s40979-020-00052-8
• Learner autonomy in the Vietnamese EAP context
  
  Roe, J., & Perkins, M. (2020). Learner autonomy in the Vietnamese EAP context. Asian Journal of University Education, 16, 13-21.
• Understanding the relationship between language ability and plagiarism in non-native English speaking business students
  
  Perkins, M., Gezgin, U. B., & Roe, J. (2018). Understanding the relationship between language ability and plagiarism in non-native English speaking business students. Journal of Academic Ethics, 16, 317-328. https://doi.org/10.1007/s10805-018-9311-8

Other (Print)

• The end of assessment as we know it: GenAI, inequality and the future of knowing
  
  Perkins, M., & Roe, J. (2025). The end of assessment as we know it: GenAI, inequality and the future of knowing. In AI and the future of education: disruptions, dilemmas and directions (pp. 76-80). UNESCO. https://doi.org/10.54675/KECK1261