Unintentional Plagiarism Research Articles

Thieves and kidnappers

Plagiarism undermines the integrity of research. Editor-in-Chief Mark Lee outlines some tools that can help researchers avoid unintentional plagiarism and promote a culture of integrity in plastic surgery research.

Propositional Versus Encyclopedic Epistemology and Unintentional Plagiarism

ABSTRACT Unintentional plagiarism abounds at universities. The literature offers several explanations for students’ difficulties with acquiring standards of good academic practice. In this paper, I propose an alternative account: unintentional plagiarism can only be understood in the context of implicit but irreconcilable forms of knowledge. While higher education institutions mainly operate within the framework of propositional epistemology, institutions of primary and secondary education tend to furnish students with encyclopedic epistemology. Accordingly, universities and institutions of pre-college education tend to propagate conflicting assumptions regarding the nature of knowledge. Put simply, propositional epistemology is characterized by dialogue, agency and the exchange of ideas, which are ideally made explicit in academic writing. By contrast, encyclopedic epistemology tends to present knowledge monologically, leaving the scholarly conversation around it out. It is highly likely that the hardwired legacy of encyclopedic epistemology among students impedes the acquisition of the dialogism of academic inquiry at universities, resulting in cases of unintentional plagiarism.

Artificial intelligence at the pen's edge: Exploring the ethical quagmires in using artificial intelligence models like ChatGPT for assisted writing in biomedical research.

Chat generative pretrained transformer (ChatGPT) is a conversational language model powered by artificial intelligence (AI). It is a sophisticated language model that employs deep learning methods to generate human-like text outputs to inputs in the natural language. This narrative review aims to shed light on ethical concerns about using AI models like ChatGPT in writing assistance in the health care and medical domains. Currently, all the AI models like ChatGPT are in the infancy stage; there is a risk of inaccuracy of the generated content, lack of contextual understanding, dynamic knowledge gaps, limited discernment, lack of responsibility and accountability, issues of privacy, data security, transparency, and bias, lack of nuance, and originality. Other issues such as authorship, unintentional plagiarism, falsified and fabricated content, and the threat of being red-flagged as AI-generated content highlight the need for regulatory compliance, transparency, and disclosure. If the legitimate issues are proactively considered and addressed, the potential applications of AI models as writing assistance could be rewarding.

Guiding principles and proposed classification system for the responsible adoption of artificial intelligence in scientific writing in medicine.

The integration of large language models (LLMs) and artificial intelligence (AI) into scientific writing, especially in medical literature, presents both unprecedented opportunities and inherent challenges. This manuscript evaluates the transformative potential of LLMs for the synthesis of information, linguistic enhancements, and global knowledge dissemination. At the same time, it raises concerns about unintentional plagiarism, the risk of misinformation, data biases, and an over-reliance on AI. To address these, we propose governing principles for AI adoption that ensure integrity, transparency, validity, and accountability. Additionally, guidelines for reporting AI involvement in manuscript development are delineated, and a classification system to specify the level of AI assistance is introduced. This approach uniquely addresses the challenges of AI in scientific writing, emphasizing transparency in authorship, qualification of AI involvement, and ethical considerations. Concerns regarding access equity, potential biases in AI-generated content, authorship dynamics, and accountability are also explored, emphasizing the human author's continued responsibility. Recommendations are made for fostering collaboration between AI developers, researchers, and journal editors and for emphasizing the importance of AI's responsible use in academic writing. Regular evaluations of AI's impact on the quality and biases of medical manuscripts are also advocated. As we navigate the expanding realm of AI in scientific discourse, it is crucial to maintain the human element of creativity, ethics, and oversight, ensuring that the integrity of scientific literature remains uncompromised.

Plagiarism awareness efforts, students’ ethical judgment and behaviors: a longitudinal experiment study on ethical nuances of plagiarism in higher education

ABSTRACT Widespread academic dishonesty among higher education (HE) students has been a concern for higher education institutes (HEIs). Ethics literature reports that unintentional plagiarism is more prevalent among HE students and the root cause is, limited or no awareness of nuances of ethics concerning plagiarism resulting in poor ethical judgments. This study attempts to examine what is students’ ethical reasoning for unintentional plagiarism and how HEIs’ ethical awareness efforts impact students’ ethical judgments which ultimately shape their ethical behavior. The study also explored whether and how individual-level factors such as intrinsic religiosity, age, gender, and work experience moderate the focal relationships. A longitudinal quasi-experimental field study was conducted. The subjects of the study were 294 postgraduate students of an internationally accredited higher education institution in India. The pretest–posttest design involved a set of experimental manipulations reflecting the HEI's endeavors to explicate the unethical implications of plagiarism.

Make it personal

Speaking about academic integrity with students can be challenging. In this session I will demonstrate how I moved beyond the traditional policy overview lecture, to engage audiences in interactive, research-based discussions that were focused on 1) addressing the root causes of academic integrity adherence/violation unique to that group; 2) debunking myths around academic integrity; 3) providing customized explanations of why departing from academic integrity is detrimental; and 4) highlighting resources focused on treating the root causes (e.g. unintentional plagiarism, poor time management, mental health) of many violations. Examples from talks given to first year undergraduate students, students in a professional program in which academic integrity adherence was low, and to MSc/PhD students who had recently received access to similarity detection reports will be shared. Participants who attend this session will leave with 1) examples of how to bring academic research into non-research settings; 2) a set of questions that they can use to help them to customize their own presentations based on the audience to which they are presenting; 3) ideas of how to form a connection with their audience through the use of relevant examples; and 4) tips on how to engage with their audience through polls.

Tinjauan Hukum Tindak Pidana Plagiarisme Karya Ilmiah

Plagiarism is an offense and an ornament to science. Plagiarists steal the work of other authors or what is commonly called cheating or plagiarizing without citing the origins of the original author. Plagiarism is an act that is vulnerable to criminal activity and this problem must be considered in as much detail as possible. The act of plagiarism is recognized as an act that is disapproved and contrary to the scientific spirit in the academic world in universities. Several types of plagiarism can be distinguished by intentional or unintentional plagiarism motivation, ways of committing plagiarism include handwriting, inappropriate paraphrasing, and summaries, plagiarism itself can be said to be recycling text, redundant or duplicate publications, data fragmentation . The purpose of this study is to find out the legal arrangements for plagiarism of scientific work in tertiary institutions and to find out the legal consequences for perpetrators of the crime of plagiarism of scientific work in tertiary institutions. The research method used by the author is normative research method which positions the law as a building system of norms. There is no law that specifically regulates plagiarism, but someone who commits plagiarism or is called a plagiarist is regulated in Article 1, Minister of National Education Regulation number 17 of 2010 concerning the prevention and control of plagiarism in tertiary institutions. There are several reasons for someone to commit plagiarism, such as the convenience obtaining information via the internet, pressure on academic assignments, poor writing skills, rushing to write under pressure, lack of knowledge and understanding of how to rewrite original references, misunderstandings to self-understand plagiarism, and habitual cheating or plagiarism, such as avoiding theft intellectual, do good writing i.e. quote and paraphrase, and try the same thing or detect plagiarism in many ways like using plagiarism apps or turnitin.
 Keywords: plagiarism, legal actions, scientific works, norms

Investigating plagiarism practices of International Class students majoring in Mathematics and Natural Sciences (MNS) in writing scientific articles

Plagiarism is a common problem that exists in writing scientific articles. This research investigates views of plagiarism practices by students majoring in Mathematics and Natural Science in writing a scientific article. This research is qualitative descriptive, which applies thematic analysis. The research instruments were observation checklists, documents, and interview guides. The research subjects were eight students majoring in Mathematics and Natural Sciences. This study showed that students plagiarize due to missed information, keeping original ideas, and time constraints. Missed information about plagiarism, such as not understanding what constitutes plagiarism or how to cite sources properly, can also lead to unintentional plagiarism. Keeping the sense of original ideas without proper paraphrasing can lead to plagiarism. Time constraints can be a significant factor leading to plagiarism. When students or researchers are pressured to complete assignments, papers, or projects within a limited timeframe, they may resort to unethical practices like plagiarism to meet deadlines. This research found that students of Mathematics and Natural Sciences found difficulties regarding the time constraint in translation and properly citing and referencing sources. For further research, conducting a similar topic with a large-scale sample for presenting quantitative research designs on students' attitudes toward plagiarism practices in Mathematics and Natural Sciences is recommended. The upcoming research also could investigate the level of papers’ similarity and then follow up through training to avoid plagiarism

ChatGPT for research and publication: Opportunities and challenges

This position paper explores the potential opportunities and challenges in the adoption of OpenAI’s ChatGPT for scholarly research and publication. ChatGPT was launched in November 2022 for public use, and it has already garnered enormous attention for a variety of applications in academia. Researchers are adopting ChatGPT at different stages of research including idea generation, summarizing literature, and manuscript preparation. Notably, several research articles have even attributed authorship to ChatGPT, sparking a new debate on the role of AI in authorship. We contend that ChatGPT has far-reaching implications for scholarly research and publication going forward. In this paper, we investigate its current use in contemporary research and based on this we outline the opportunities that ChatGPT could potentially offer. We believe that ChatGPT could be leveraged by researchers, journal editors, and reviewers to make the research and publication process more efficient. Later, we discuss the challenges and concerns exposed by ChatGPT that require immediate attention such as AI authorship, unintentional plagiarism, nonexistent references, and threats of international inequalities. We conclude with optimistic expectations for ChatGPT adoption in research in the future.

Thu Dau Mot University students’ perceptions of plagiarism

Plagiarism is a very common problem in many universities. A lot of students plagiarize unconsciously because they don't understand the concept. The study will clarify the concept of plagiarism, as well as ways for universities to help their students avoid the habit of plagiarism. The aim of this study is to explore Thu Dau Mot University Students’ Knowledge about the seriousness of Plagiarism; Find out the most common types of plagiarism committed by students; Analyzing and finding out the possible common reason a student unintentional plagiarism. In terms of purposes of the study, to answer the research question and based on the background of previous studies, in this study, one hundred students in different majors - freshmen to seniors (freshmen, suphomores, juniors and seniors). The result of this study shows that the majority of students are aware of plagiarism and the consequences of plagiarism, plagiarism in Thu Dau Mot University is quite common. The study indicates that plagiarism does exist at Thu Dau Mot University and students are willing to take the risk of plagiarizing, regardless of knowing that it is unacceptable. It also confirms that plagiarism is common amongst students across all departments at Thu Dau Mot University, Binh Duong Province, Vietnam.

Plagiarism vs Similarity Index: A Critical Insight

The word Plagiarism is derived from the Latin term “plagiarius”, meaning “kidnapper” [1]. Plagiarism severely violates publication ethics and professional conduct [2]. It may be defined as an unethical intentional or unintentional piracy of someone else idea/s or text without acknowledgement [1]. Intentional Plagiarism usually occurs when some educational credentials, professional promotions, or economic benefits might benefit the concerned author(s)—unintentional plagiarism results either from negligence or lack of awareness about plagiarism [3].The first incidence of plagiarism was detected in the year 1979 in a scientific paper. A later number of papers were found to be plagiarised [4]. A report published in 2018 showed an increased number of retractions of scientific papers in the last two decades due to plagiarism [5]. The primary reason for the increase in plagiarism by the scientific community could be a mandatory requirement to publish for employment and promotions. In addition, lack of skill in scientific writing and stringent policies related to plagiarism [4]. The availability of advanced text formatting tools and free access to scientific information may also reason for increased cases of plagiarism [6]. In the early days, plagiarism detection was challenging for the publisher due to the unavailability of sophisticated screening technology for reviewing manuscripts against published hard copies of the articles. Advanced tools for detecting plagiarism, such as iThenticate (Crossref), Turnitin, Grammarly, and Dupli Checker, are available to compare manuscripts with published articles [3,4]. Recently, iParadigms has developed a plagiarism detection tool for individual authors to screen individual manuscripts against an extensive live database of scholarly literature [7].

An innovative online plagiarism course for students at a South African university

Plagiarism is a major concern across institutions of learning. We developed and implemented an innovative online course to teach students about plagiarism. This study aimed to ascertain why students plagiarise, and to determine whether the course would impact students’ knowledge and perceptions of plagiarism. This case study used a mixed-methods approach. The “Understanding Plagiarism” course was based on the principles of the Activated Classroom Teaching model that uses 5 digital-age pedagogies (Curation, Conversation, Correction, Creation, Chaos) to encourage engagement. Data was obtained from surveys administered before and after the course. 148 students accessed the course and 98 completed the surveys. The main reasons identified for committing acts of plagiarism included improved grades, laziness, and unintentional plagiarism. Students’ knowledge of plagiarism improved after completing the course (67% to 93%). The majority (83%) agreed that students who plagiarise should be disciplined, and 68 per cent agreed that they felt guilty if they copied from a friend, textbook, or the internet. This research shifts the discourse on plagiarism from policy to programme and in particular the implementation of active pedagogic approaches to online teaching. Two implications of this study are, firstly, active pedagogies need to be adopted to ensure effective learning, and secondly, plagiarism which is increasing should be programmatically, and not punitively addressed. Exposure to the course on plagiarism improved students’ understanding of the seriousness and the types of plagiarism.

Students Lived Experience in the Ethical Challenges of E-Learning: An Interpretive Phenomenological Study

Professional ethics is the most important issue nowadays and should be considered in e-learning more than in face-to-face education. This study was conducted by the hermeneutic phenomenology of the lived experience of e-learning graduate students who had registered virtually. Seven students were selected by Purposeful sampling. The selection of participants was done voluntarily. The interviews were conducted I September 2020 to July 2021. The data collection method was a virtual semi-structured interview and the interview analysis method was Diekelmann, Allen Tanner. Lincoln and Guba's criteria were used to ensure the Credibility, Transferability, and Dependability of the data. The main theme was “ethics of emphasis on words and neglected in action”, which was obtained from three sub-themes: “intentional and unintentional plagiarism”, “student exploitation” and “disregard for human dignity”. The present study showed that academic dishonesty had been experienced by students and this event affects the opinions about the quality of e-learning courses and even the reputation of the institutions offering these courses. It is suggested that more research be done in this field to identify the influential layers of faculties 'behavior on students' attitudes and performance.

Exploring scientific misconduct in Morocco based on an analysis of plagiarism perception in a cohort of 1,220 researchers and students

ABSTRACT Plagiarism is widely regarded as an issue of low- and middle-income countries because of several factors such as the lack of ethics policy and poor research training. In Morocco, plagiarism and its perception by academics has not been investigated on a large scale. In this study, we evaluated different aspects of plagiarism among scholars based on a 23-question cross-sectional survey. Factors associated with plagiarism were explored using contingency tables and logistic regression. The survey results covered all public universities (n=12) and included 1,220 recorded responses. The academic level was significantly associated with plagiarism (p<0.001). Having publication records was statistically associated with a reduced plagiarism (p=0.002). Notably, the ability of participants to correctly define plagiarism was also significantly associated with a reduced plagiarism misconduct (p<0.001). Unintentional plagiarism (p<0.001), time constraint to write an original text (p<0.001), and inability of participants to paraphrase (p<0.001) were associated factors with plagiarism. Moreover, participants that considered plagiarism as a serious issue in academic research had significantly committed less plagiarism (p<0.001). The current study showed that various actionable factors associated with plagiarism can be targeted by educational interventions, and therefore, it provided the rationale to build training programs on research integrity in Morocco.

Bringing Language Diversity Into Integrity Research—What, Why, and How

This article reviews three decades of scholarship to establish connection(s) between language diversity and integrity research. It makes the case that by shifting the vocabulary, methods, and scope of our work, we scholar-practitioners and integrity professionals become better able to equitably support multilingual learners in their writing from sources and avoiding unintentional plagiarism. It makes the case that doing so is more than a desirable goal—it is an achievable one.

AI-POWERED PLAGIARISM DETECTION: LEVERAGING FORENSIC LINGUISTICS AND NATURAL LANGUAGE PROCESSING

Plagiarism of material from the Internet is nothing new to academia and it is particularly rampant. This challenge can range from borrowing a particularly apt phrase without attribution, to paraphrasing someone else’s original idea without citation, to wholesale contract cheating. Plagiarized content can infringe on copyright laws and could incur hefty fines on publishers and authors. Unintentional plagiarism mostly occurs due to inaccurate citation. Most plagiarism checkers ignore this fact. Moreover, plagiarizers are increasingly becoming negatively “smarter”. All these necessitate a plagiarism detector that would efficiently handle the challenges. Several plagiarism detectors have been developed but each with its own peculiar limitations. This paper aims at developing an AI-driven plagiarism detector that can crawl the web to index articles and documents, generate similarity score between two local documents, train users on how to properly format in-text citations, identify source code plagiarism and use natural language processing and forensic linguistics to properly analyse plagiarism index.

Navigating Between Scylla and Charybdis: Research on the Perception of Graduate Students at UCASS on Intentional and Unintentional Plagiarism

Given the reported plagiarism of some Chinese overseas students in their academic writings, it is urgent to investigate the perception of Chinese graduate students on plagiarism. To get their perception on intentional and unintentional plagiarism, a questionnaire is designed and conducted among graduate students at University of Chinese Academy of Social Sciences. This research finds that most of the respondents have a good understanding of plagiarism. Chinese graduate students still need to learn more about plagiarism, especially unintentional plagiarism, for writing research papers is just like navigating between Scylla and Charybdis. This research also points out that the study of plagiarism can be done from different perspectives, like from the perspective of university teachers, middle or high school students, and the management of journal publication.

PLAGIARISM IN STUDENTS’ WORKS

Objective of the research is to find out the most common reasons for the development of student plagiarism and to identify the ways to prevent it. Methods. The following methods are used in the process of the research: method of analysis of documents, in particular the authors worked out scientific literature, laws of Ukraine; practical method — selection of factual material, formulation of conclusions about the detection of plagiarism in the works, its avoidance and measures that allow to maximize the level of originality. Results. Plagiarism in students’ work is no less dangerous than plagiarism of scholars, writers, and other creators. The danger of student plagiarism is that, at the first, the use of the others’ intellectual property results becomes a norm and is not considered an offense; at the second, the quality of training of future specialists is deteriorating; at the third, the quality of scientific activity is significantly reduced. Turning to the study of the main causes of plagiarism in students’ work, it should be noted that all cases of appropriation of authorship can be divided into two types: unintentional plagiarism (the most widespread in scientific works) and intentional. Unintentional plagiarism is permissible due to the lack of the necessary knowledge in the field of copyright by the students, as well as the use of scientific works of other authors. Deliberate plagiarism is the conscious appropriation by students of authorship of the others’ ‘works, the publication of these works as their own. The purpose of plagiarism for the student is to simplify the learning process, improve the quality of their own scientific work by including in them fragments of other people’s works, which are written by specialists, timely completion of the task (abstract, coursework or diploma paper). Of course, intentional plagiarism is more dangerous, but if measures to prevent unintentional plagiarism in time are not taken, the appropriation of authorship of other people’s works will gradually become normal and become commonplace.

Detection of Copy Right Infringement of Audio in on-Demand Systems using Audio Fingerprinting

Today, with an evolution of large public media databases, repositories and services such as Sound Cloud, Spotify, Wynk, YouTube and Saavn, the chances of intentional and unintentional plagiarism is been increasing at an exponential rate. The paper proposed a solution which is used to detect copy right infringement of audio in real time systems using the technique called Audio Fingerprinting. The resulting software will be able to process an audio file, generate an audio fingerprint that can be stored and searched to find the matched values in a database.

Unintentional plagiarism and academic integrity: The challenges and needs of postgraduate international students in Australia

ABSTRACT The rapid increase in the number of international students from different academic backgrounds studying in Australian higher education has required universities to reconsider how to support these students while ensuring academic integrity in new academic settings. The high number of studies on academic integrity and student support programmes at universities shows that unintentional plagiarism is still on the rise, particularly amongst postgraduate international students. Thus, this article reviews the literature with a focus on factors inducing plagiarism by international students at Australian universities. The results highlight the inadequate and insufficient quality of many support programmes in terms of contact time and teaching students about the necessity of attribution and proper ways of referencing. The findings also show that, because of the different practices of education regarding academic integrity throughout the world, simply having high proficiency in English writing skills is insufficient for international postgraduate students to avoid unintentional plagiarism in a new academic setting. Considering these factors, new pedagogical strategies are recommended to help international students become aware of the academic form and context of the target communities and assist them in adjusting, rather than criticising their academic works and undermining their confidence in the new educational system.