International Journal for Educational Integrity最新文献

{"title":"Clues to fostering a program culture of academic integrity: findings from a multidimensional regression model","authors":"Kelley A. Packalen, Kate Rowbotham","doi":"10.1007/s40979-024-00163-6","DOIUrl":"https://doi.org/10.1007/s40979-024-00163-6","url":null,"abstract":"Using multivariate regression, we identified situational, personal and contextual variables correlated with business students’ self-reported rates of academic misconduct. The most influential predictors of increasing academic misconduct were: higher estimates of peers’ academic misconduct, increasingly negative perceptions of the program’s academic integrity culture, and rating questionable academic behaviours less seriously. Individual priorities, personal characteristics and social support were less influential. We then analyzed our quantitative results in light of our deep understanding of the broader context to derive richer insights from the interplay of our independent variables. Importantly, our results indicate that program-led proactive messaging designed to foster a culture of academic integrity can effectively buffer tendencies towards academic dishonesty. Absent ongoing messaging, however, increasing academic pressures may erode those initial benefits. Moreover, repercussions of major academic integrity breaches can be long lasting, suggesting an even greater need for fostering a culture of academic integrity a priori. Finally, we recommend a public health practice of identifying positive deviants – individuals who thrive in challenging environments – and then in an effort to change a peer support system that fosters academic misconduct into one that discourages it, engaging with those individuals to understand why and how they resist the status quo.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"10 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Expressions of gratitude in education: an analysis of the #ThankYourTeacher campaign","authors":"Kelly-Ann Allen, Christine Grove, Fiona S. May, Nicholas Gamble, Rhoda Lai, James M. Saunders","doi":"10.1007/s40979-024-00159-2","DOIUrl":"https://doi.org/10.1007/s40979-024-00159-2","url":null,"abstract":"<p>Teachers play a significant societal role, yet many feel underappreciated, and commonly cite this as a reason for considering leaving the profession. This study investigated responses to the #ThankYourTeacher social media campaign, which was created to generate public expressions of gratitude towards teachers. Data were collected from Twitter, Instagram, a campaign website, and public events and thematically analysed. Orr’s (1992) Head, Heart, and Hands Model of Transformational Learning was used as a framework for understanding the qualities of teachers and their teaching that participants appreciated. Notably, more individuals expressed gratitude for teachers’ motivational and compassionate qualities (Heart) and their enthusiasm and leadership (Hands) than for their subject knowledge (Head). These findings underscore the importance of the teacher-student relationship and relational qualities over subject expertise. This study also highlights the potential for further research into the impacts of practicing gratitude towards teachers and increasing teachers’ sense of being valued and appreciated.</p>","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"28 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical thinking, assessment, and educational policy in Palestinian universities","authors":"Oqab Jabali, Bilal Hamamra, Ahmad Ayyoub","doi":"10.1007/s40979-024-00160-9","DOIUrl":"https://doi.org/10.1007/s40979-024-00160-9","url":null,"abstract":"This study examines the relationship between critical thinking and grades at the tertiary level, focusing on their social, political, and ethical implications. Employing a mixed-methods approach, this study combines survey data collection with in-depth interviews to generate comprehensive insights into the complex relationship between critical thinking and grades. The survey targets 173 faculty members, while the interviews focus on seven selected academic staff members from Palestinian universities, enabling a comprehensive understanding of the research objectives. Results showed that grades often hinder critical thinking skills and creativity, leading to rote memorization and limited creativity. The study also highlights the political implications of grades, as standardized testing influences education policies and curriculum decisions. Faculty members expressed criticism of the prioritization of grades, citing conventional evaluation methods, temporal limitations, and resource constraints. As critical thinking is crucial for comprehensive student development, contributing to problem-solving, decision-making, creativity, innovation, effective communication, and active citizenship, the study proposes diverse approaches to strike a balance between valuing grades and nurturing critical thinking abilities. By fostering critical thinking abilities, Palestinian students can enhance their preparedness for academic pursuits, personal growth, and societal contributions.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"1 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141969769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can you spot the bot? Identifying AI-generated writing in college essays","authors":"Tal Waltzer, Celeste Pilegard, Gail D. Heyman","doi":"10.1007/s40979-024-00158-3","DOIUrl":"https://doi.org/10.1007/s40979-024-00158-3","url":null,"abstract":"<p>The release of ChatGPT in 2022 has generated extensive speculation about how Artificial Intelligence (AI) will impact the capacity of institutions for higher learning to achieve their central missions of promoting learning and certifying knowledge. Our main questions were whether people could identify AI-generated text and whether factors such as expertise or confidence would predict this ability. The present research provides empirical data to inform these speculations through an assessment given to a convenience sample of 140 college instructors and 145 college students (Study 1) as well as to ChatGPT itself (Study 2). The assessment was administered in an online survey and included an AI Identification Test which presented pairs of essays: In each case, one was written by a college student during an in-class exam and the other was generated by ChatGPT. Analyses with binomial tests and linear modeling suggested that the AI Identification Test was challenging: On average, instructors were able to guess which one was written by ChatGPT only 70% of the time (compared to 60% for students and 63% for ChatGPT). Neither experience with ChatGPT nor content expertise improved performance. Even people who were confident in their abilities struggled with the test. ChatGPT responses reflected much more confidence than human participants despite performing just as poorly. ChatGPT responses on an AI Attitude Assessment measure were similar to those reported by instructors and students except that ChatGPT rated several AI uses more favorably and indicated substantially more optimism about the positive educational benefits of AI. The findings highlight challenges for scholars and practitioners to consider as they navigate the integration of AI in education.</p>","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"19 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141574478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Knowledge, attitudes, and perceived Ethics regarding the use of ChatGPT among generation Z university students","authors":"Benicio Gonzalo Acosta-Enriquez, Marco Agustín Arbulú Ballesteros, Carmen Graciela Arbulu Perez Vargas, Milca Naara Orellana Ulloa, Cristian Raymound Gutiérrez Ulloa, Johanna Micaela Pizarro Romero, Néstor Daniel Gutiérrez Jaramillo, Héctor Ulises Cuenca Orellana, Diego Xavier Ayala Anzoátegui, Carlos López Roca","doi":"10.1007/s40979-024-00157-4","DOIUrl":"https://doi.org/10.1007/s40979-024-00157-4","url":null,"abstract":"Artificial intelligence (AI) has been integrated into higher education (HE), offering numerous benefits and transforming teaching and learning. Since its launch, ChatGPT has become the most popular learning model among Generation Z college students in HE. This study aimed to assess the knowledge, concerns, attitudes, and ethics of using ChatGPT among Generation Z college students in HE in Peru. An online survey was administered to 201 HE students with prior experience using the ChatGPT for academic activities. Two of the six proposed hypotheses were confirmed: Perceived Ethics (B = 0.856) and Student Concerns (B = 0.802). The findings suggest that HE students’ knowledge and positive attitudes toward ChatGPT do not guarantee its effective adoption and use. It is important to investigate how attitudes of optimism, skepticism, or apathy toward AI develop and how these attitudes influence the intention to use technologies such as the ChatGPT in HE settings. The dependence on ChatGPT raises ethical concerns that must be addressed with responsible use programs in HE. No sex or age differences were found in the relationship between the use of ChatGPTs and perceived ethics among HE students. However, further studies with diverse HE samples are needed to determine this relationship. To promote the ethical use of the ChatGPT in HE, institutions must develop comprehensive training programs, guidelines, and policies that address issues such as academic integrity, privacy, and misinformation. These initiatives should aim to educate students and university teachers on the responsible use of ChatGPT and other AI-based tools, fostering a culture of ethical adoption of AI to leverage its benefits and mitigate its potential risks, such as a lack of academic integrity.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"33 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrity games: an online teaching tool on academic integrity for undergraduate students","authors":"Mads Paludan Goddiksen, Aurélien Allard, Anna Catharina Vieira Armond, Christine Clavien, Hillar Loor, Céline Schöpfer, Orsolya Varga, Mikkel Willum Johansen","doi":"10.1007/s40979-024-00154-7","DOIUrl":"https://doi.org/10.1007/s40979-024-00154-7","url":null,"abstract":"In this paper, we introduce Integrity Games ( https://integgame.eu/ ) – a freely available, gamified online teaching tool on academic integrity. In addition, we present results from a randomized controlled experiment measuring the learning outcomes from playing Integrity Games. Integrity Games engages students in reflections on realistic and relevant academic integrity issues that lie in the grey zone between good practice and misconduct. Thereby, it aims to 1) motivate students to learn more about academic integrity, 2) increase their awareness of the grey-zone issues, and 3) increase their awareness of misconduct. To achieve these aims, the tool presents four gamified cases that lead students through an engaging narrative. The experiment to measure learning outcomes was conducted in three European countries, and included N = 257 participants from across natural science, social science and the humanities. We show that the participants enjoyed playing Integrity Games, and that it increased their sensitivity to grey-zone issues and misconduct. However, the increases identified were similar to those achieved by the participants in the control group reading a non-gamified text. We end by discussing the value of gamification in online academic integrity training in light of these results.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"43 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140835482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion","authors":"Yovav Eshet, Keren Grinautsky, Pnina Steinberger","doi":"10.1007/s40979-024-00151-w","DOIUrl":"https://doi.org/10.1007/s40979-024-00151-w","url":null,"abstract":"<p>Despite the growing interest in mindfulness in higher education, the literature on its relation to decision-making under risk (i.e. academic misconduct) and statistics anxiety is scarce. The present research shall fill this gap. Based on the prospect theory, we assessed the mediating effect of mindfulness on the relationship between statistics anxiety and academic dishonesty moderated by risk aversion. Data were collected from 791 undergraduate students in six Israeli academic institutions studying for bachelor’s degrees in social sciences. Questionnaires included the following measures: risk behaviour according to the prospect theory framework, Mindful Attention Awareness Scale, Statistics Anxiety Rating Scale, Academic Misconduct Scale and sociodemographic variables. Correlations among these variables were explored. The data was analysed using Structural Equation Modelling (SEM). The results indicate that the variance in academic dishonesty is explained by students' statistics anxiety with a mediation of Mindfulness moderated by Risk Aversion. Mindfulness negatively affects Academic Dishonesty, while Risk Aversion has a significant positive effect on Mindfulness. Finally, among individuals with high statistics anxiety, Risk Averse individuals show significantly higher Mindfulness than Risk Seekers. We conclude that mindfulness-based interventions might be a constructive tool to reduce risk-taking and promote ethical decision-making among individuals who experience high levels of statistics anxiety. Furthermore, developing mindful skills may help individuals with higher anxiety levels neutralize these unwanted feelings and get along with their learning tasks. Hence, avoid academic unethical behaviours.</p>","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"22 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140615564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic integrity graphic novel mini-cases","authors":"Sarah Fischbach","doi":"10.1007/s40979-024-00152-9","DOIUrl":"https://doi.org/10.1007/s40979-024-00152-9","url":null,"abstract":"Academic integrity is a crucial aspect of the educational process, often receiving insufficient attention until a violation occurs. Researchers emphasize the importance of students comprehending academic integrity to foster ethical professionalism. However, there is a lack of resources available to effectively support these conversations. This study aims to assess academic integrity efficacy and the multi-dimensional ethical scale (MES) through the use of a graphic novel mini-case study. The analysis reveals a significant relationship between academic integrity efficacy, MES dimensions (moral equity, relativism and contractualism), and the case studies among undergraduate participants. The combination of quantitative and qualitative findings provides valuable insights into how graphic novel mini-cases can engage in academic integrity discussions with undergraduate students. The graphic novel mini-cases, along with their limitations and potential for future research, are provided.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"37 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140574754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Algorithmically-driven writing and academic integrity: exploring educators' practices, perceptions, and policies in AI era","authors":"Leah Gustilo, Ethel Ong, Minie Rose Lapinid","doi":"10.1007/s40979-024-00153-8","DOIUrl":"https://doi.org/10.1007/s40979-024-00153-8","url":null,"abstract":"Despite global interest in the interface of Algorithmically-driven writing tools (ADWTs) and academic integrity, empirical data considering educators' perspectives on the challenges, benefits, and policies of ADWTs use remain scarce. This study responds to calls for empirical investigation concerning the affordances and encumbrances of ADWTs, and their implications for academic integrity. Using a cross-sectional survey research design, we recruited through snowball sampling 100 graduate students and faculty members representing ten disciplines. Participants completed an online survey on perceptions, practices, and policies in the utilization of ADWTs in education. The Technology Acceptance Model (TAM) helped us understand the factors influencing the acceptance and use of ADWTs. The study found that teacher respondents highly value the diverse ways ADWTs can support their educational goals (perceived usefulness). However, they must overcome their barrier threshold such as limited access to these tools (perception of external control), a perceived lack of knowledge on their use (computer self-efficacy), and concerns about ADWTs' impact on academic integrity, creativity, and more (output quality). AI technologies are making headway in more educational institutions because of their proven and potential benefits for teaching, learning, assessment, and research. However, AI in education, particularly ADWTs, demands critical awareness of ethical protocols and entails collaboration and empowerment of all stakeholders by introducing innovations that showcase human intelligence over AI or partnership with AI.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"41 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140166167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student perspectives on the use of generative artificial intelligence technologies in higher education","authors":"Heather Johnston, Rebecca F. Wells, Elizabeth M. Shanks, Timothy Boey, Bryony N. Parsons","doi":"10.1007/s40979-024-00149-4","DOIUrl":"https://doi.org/10.1007/s40979-024-00149-4","url":null,"abstract":"<p> The aim of this project was to understand student perspectives on generative artificial intelligence (GAI) technologies such as Chat generative Pre-Trained Transformer (ChatGPT), in order to inform changes to the University of Liverpool Academic Integrity code of practice. The survey for this study was created by a library student team and vetted through focus groups. A total of 2555 students participated in the survey. Results showed that only 7% of students who responded had not heard of any GAI technologies, whilst over half had used or considered using these for academic purposes. The majority of students (54.1%) were supportive or somewhat supportive of using tools such as Grammarly, but 70.4% were unsupportive or somewhat unsupportive towards students using tools such as ChatGPT to write their whole essay. Students who had higher levels of confidence in their academic writing were less likely to use or consider using them for academic purposes, and were also less likely to be supportive of other students using them. Most students (41.1%) also thought there should be a university wide policy on when these technologies are or are not appropriate to use. The results of this research suggest that students require clear policies on the use of GAI and that these technologies should not be banned from university, but consideration must be made to ensure different groups of students have equal access to the technologies.</p>","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"35 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139767152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}