Chat or cheat? Academic dishonesty, risk perceptions, and ChatGPT usage in higher education students

Abstract

Abstract Academic dishonesty remains a persistent concern for educational institutions, threatening the reputation of universities. The emergence of Artificial Intelligence (AI) tools exacerbates this challenge as they can be used for chatting but also for cheating. Several scientific papers have analyzed the advantages and risks of using AI tools like ChatGPT in academia. On the one side it offers increased accessibility of information and facilitates personalized learning. On the other side several risks are associated with the usage of ChatGPT, including the generation of inaccurate information, and the facilitation of academic dishonesty like cheating and plagiarism. This study examines how students’ Perception of Academic Dishonesty (PAD) and their perception of the risks associated with using ChatGPT, are linked to a reduced use frequency and intention to use this AI tool. A sample of 468 undergraduate students answered an online survey. Our findings indicate a negative and significant relationship between perceived risk, and both use frequency and intention to use ChatGPT in the future. Additionally, perceived risk mediates the relationship between PAD and ChatGPT usage patterns. This is the first study to demonstrate that students with high PAD present higher levels of awareness of the risks associated with using ChatGPT, which is associated with lower frequency of use and intention to use this AI tool in higher education. These results highlight the importance of integrating such technologies into the university, while carefully considering ethical issues and students’ perceptions of risk.

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