Abstract

An increasing number of students are becoming accustomed to using online academic information sharing resources such as Quizlet, and artificial intelligence (AI)-based platforms such as ChatGPT or Perplexity. Turnitin and similar plagiarism detection technologies exist to prevent academic misconduct. However, this only seems like a battle of spear and shield. As the demand for publicly accessible online learning resources grows, students who prioritize academic integrity may feel deprived, while instructors may be hesitant to create materials that could be appropriated and misused online. To investigate this issue we pose the question: to what extent should technology advance to prevent academic misconduct? To elaborate, what factors will encourage students to prioritize gaining knowledge over simply obtaining correct answers, despite the pressure to excel in classes? We propose a game-theory-based retaliation mechanism approach to finding a balance between deterrence and denial (i.e., a control-based preventive measure vs. a technology-based preventive measure) in terms of academic integrity. By finding an equilibrium for deterrence and denial, we investigate at what level the incentive to violate academic integrity diminishes, and to what degree technology should be developed to understand how technology can best prevent academic misconduct in the upcoming era of publicly available academic resources.

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