A new study from the UPV/EHU dissects the relationship between AI tools and plagiarism, revealing that lack of motivation and a culture of cheating play a larger role in academic dishonesty than the use of AI technologies like ChatGPT.
A new study by researchers at the University of the Basque Country (UPV/EHU), recently published in the international journal Interactive Learning Environments, has revealed that the use of AI tools such as ChatGPT does not directly lead to plagiarism among university students. Instead, factors such as student motivation and the surrounding academic culture are much more influential.
The study involved 507 students from UPV/EHU and investigated whether the use of ChatGPT for academic purposes was linked to plagiarism. The researchers found that while there is a correlation between AI use and plagiarism, causality is virtually non-existent.
“The results revealed that factors such as a lack of motivation and being immersed in the culture of cheating (for example, being surrounded by people who tend to plagiarize) exert a much greater impact on the likelihood of a student committing plagiarism than the frequency of use of tools such as ChatGPT,” the authors of the study said in a news release.
These three variables — frequency of ChatGPT use, lack of motivation regarding studies and immersion in a cheating culture — accounted for almost 30% of dishonest behaviors like plagiarism among the participants.
This study challenges the prevalent belief in both educational and social domains that AI directly triggers plagiarism.
“The problem is not the technology in itself, but how it is used and the academic context in which it is employed,” the study authors noted.
The findings suggest that fostering academic integrity and boosting student motivation might be more effective in reducing plagiarism than outright bans on AI-based tools. The researchers emphasized the need for universities to establish clear policies regarding AI tool usage and to adopt pedagogical strategies that promote active participation and critical thinking.
Moreover, designing assignments that encourage ethical and original learning rather than solely relying on punitive measures could enhance academic integrity. This study opens up new perspectives on the impact of artificial intelligence in higher education and presents both challenges and opportunities for educators and academic administrators.
Source: Campusa, the University of the Basque Country magazine