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Text-matching software (TMS) is a standard part of efforts to prevent and detect plagiarism in upper secondary and higher education. While there are many studies on the potential benefits of using this technology, few studies look into potential unintended side effects. These side effects include students worrying about being accused of plagiarism due to TMS output, even though they did not intentionally plagiarise. Although such worries are frequently mentioned in the literature, little is known about how prevalent they are, why they occur and how students react to them. This paper aims to fill this knowledge gap. The data for the study comprise 36 interviews with upper secondary and Bachelor students from three European countries combined with survey data from 3,424 students from seven European countries representing a broad range of disciplines. The study found that a substantial proportion of the two groups of students – 47% of upper secondary and 55% of Bachelor students – had experienced TMS-related worries during their current studies. Furthermore, there were substantial differences across countries. Students worry partly because they have a poor understanding of how TMS is used in their institution, and partly because they know that plagiarism is taken very seriously. The study shows that TMS-related worries can lead students to become very focused on not being caught plagiarising, to such an extent that some adopt citation practices that they believe are suboptimal. The paper concludes that institutions using TMS should always combine it with training for students and teachers. Students should be clearly informed about how TMS is used and should develop an understanding of plagiarism and good citation practice that goes beyond the narrow focus on any overlap between texts elicited by the software. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Background: Studies on academic integrity reveal high rates of plagiarism and cheating among students. We have developed an online teaching tool, Integrity Games (https://integgame.eu/), that uses serious games to teach academic integrity. In this paper, we test the impact of a soft intervention – a short quiz – that was added to the Integrity Games website to increase users' interest in learning about integrity. Based on general principles of behavioral science, our quiz highlighted the intricacy of integrity issues, generated social comparisons, and produced personalized advice. We expected that these interventions would create a need for knowledge and encourage participants to spend more time on the website. Methods: In a randomized controlled trial involving N = 405 students from Switzerland and France, half of the users had to take a short quiz before playing the serious games, while the other half could directly play the games. We measured how much time they spent playing the games, and, in a post-experimental survey, we measured their desire to learn about integrity issues and their understanding of integrity issues. Results: Contrary to our expectations, the quiz had a negative impact on time spent playing the serious games. Moreover, the quiz did not increase participants' desire to learn about integrity issues or their overall understanding of the topic. Conclusions: Our quiz did not have any measurable impact on curiosity or understanding of integrity issues, and may have had a negative impact on time spent on the Integrity games website. Our results highlight the difficulty of implementing behavioral insights in a real-world setting. Trial registration: The study was preregistered at https://osf.io/73xty. [ABSTRACT FROM AUTHOR]

Plagiarism and other transgressions of the norms of academic integrity appear to be a persistent problem among upper secondary students. Numerous surveys have revealed high levels of infringement of what appear to be clearly stated rules. Less attention has been given to students' understanding of academic integrity, and to the potential misconceptions and false beliefs that may make it difficult for them to comply with existing rules and handle complex real-life situations. In this paper we report findings from a survey of European upper secondary students' views on issues relating to academic integrity. We relate these findings to the students' training about academic integrity, self-reported level of questionable behavior and country of study. A total of 1654 students at 51 institutions located in 6 European countries participated in the study. The participants generally believed they had a good understanding of the rules applying to them and knew how to behave in compliance with norms of academic integrity. The results indicate, however, that often, in practice, this belief was mistaken. Many students had an inadequate understanding of core elements of academic integrity. They were uncertain about how to act, and they struggled in the handling of complex situations that require context-sensitive judgement. While some differences between countries were identified, they were modest and exhibited no clear pattern. Our results also suggest that reducing students' level of uncertainty and, to a lesser degree, improving their level of knowledge could lead them to engage less in certain types of questionable behaviours. Surprisingly, the effect of academic training is modest and ambiguous. The study also confirms that perception of peer behaviour has the strongest association with student engagement in questionable behaviours. Thus, academic integrity at the upper secondary level cannot be explained simply in terms of individual ethics or knowledge. [ABSTRACT FROM AUTHOR]

Students are often reluctant to report the academic dishonesty of their peers. Loyalty to friends and classmates has previously been identified as an important reason for this. This paper explores loyalty conflicts among students from upper secondary school, through bachelor's, to Ph.D. level. Drawing on semi-structured qualitative interviews (N = 72) conducted in Denmark, Ireland and Hungary, we show that loyalty considerations among students can be complex and draw on a range of norms including responsibility. The study demonstrates how students are often willing to assume substantial personal responsibility for dealing with the academic dishonesty of a peer, often preferring this to reporting. However, when deciding on the right course of action, they also perceive tensions between the norms of the good researcher and student and their own norms of being a good friend and person. The loyalty considerations and tension were identified in all three countries and across the educational levels, which suggests that this is a cross-cultural challenge. We argue that institutions should formally decide whether they want students to take some degree of responsibility themselves for addressing less serious cases of academic dishonesty and communicate their decision to their students. [ABSTRACT FROM AUTHOR]