A systemic model of academic (mis)conduct to curb cheating in higher education

Allen, Scott E.; Kizilcec, René F.

doi:10.1007/s10734-023-01077-x

Cited by 4 publications

(1 citation statement)

References 63 publications

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“…Online assessments, in particular, have highlighted the potential for increased cheating and academic misconduct [4,[8][9][10][11] fueled by factors like anonymity, reduced supervision, and easier access to unauthorised resources during exams. Cheating in HEIs is a longstanding issue and has been compounded by the online modality, with faculty facing significant barriers to effectively countering dishonest practices [12,13]. Empirical research indicates a notable rise in academic dishonesty within online settings.…”

Section: Introductionmentioning

confidence: 99%

ChatGPT: The End of Online Exam Integrity?

Susnjak,

McIntosh

2024

Education Sciences

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This study addresses the significant challenge posed by the use of Large Language Models (LLMs) such as ChatGPT on the integrity of online examinations, focusing on how these models can undermine academic honesty by demonstrating their latent and advanced reasoning capabilities. An iterative self-reflective strategy was developed for invoking critical thinking and higher-order reasoning in LLMs when responding to complex multimodal exam questions involving both visual and textual data. The proposed strategy was demonstrated and evaluated on real exam questions by subject experts and the performance of ChatGPT (GPT-4) with vision was estimated on an additional dataset of 600 text descriptions of multimodal exam questions. The results indicate that the proposed self-reflective strategy can invoke latent multi-hop reasoning capabilities within LLMs, effectively steering them towards correct answers by integrating critical thinking from each modality into the final response. Meanwhile, ChatGPT demonstrated considerable proficiency in being able to answer multimodal exam questions across 12 subjects. These findings challenge prior assertions about the limitations of LLMs in multimodal reasoning and emphasise the need for robust online exam security measures such as advanced proctoring systems and more sophisticated multimodal exam questions to mitigate potential academic misconduct enabled by AI technologies.

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Section: Introductionmentioning

confidence: 99%

ChatGPT: The End of Online Exam Integrity?

Susnjak,

McIntosh

2024

Education Sciences

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Is there a foreign language effect on academic integrity?

Privitera

2023

High Educ

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The establishment of international cooperative universities presents a unique challenge for educators and administrators due to cultural differences in practices around academic integrity. This is especially relevant in the context of Sino-foreign universities due to increased tolerance and decreased training concerning plagiarism in Chinese education. For many students enrolled in these universities, knowledge of academic integrity may be bound to the English language. Informed by research on the Foreign Language Effect, the present study investigated whether Mandarin-English bilingual university students (n = 106) respond differently to academic integrity dilemmas based on the language of presentation. Most interestingly, we identified a modulatory role of English proficiency with higher levels associated with a lower likelihood of plagiarism when dilemmas were presented in English. Additional findings suggest that separable dimensions of English experience interact to modulate responses to academic integrity dilemmas.

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Revising academic cultures to improve integrity in Kenyan universities

Kerubo,

Oliver

2024

Educational Review

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A systemic model of academic (mis)conduct to curb cheating in higher education

Cited by 4 publications

References 63 publications

ChatGPT: The End of Online Exam Integrity?

ChatGPT: The End of Online Exam Integrity?

Is there a foreign language effect on academic integrity?

Revising academic cultures to improve integrity in Kenyan universities

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