The interrelation between plagiarism and artificial intelligence in academic writing: An analysis from the understanding of pedagogy graduates
Plagiarism; Cyberplagiarism; Artificial Intelligence;Academic writing; higher education.
Artificial Intelligence appears in various spheres of people's daily lives, causing a great impact on language production. This research sought to critically analyze the understanding of undergraduate Pedagogy students about the interrelationship between plagiarism and the use of Artificial Intelligence for the production of written texts. The theoretical framework addresses plagiarism, academic cyberplagiarism and Artificial Intelligence for text production. Data were collected from undergraduate students of the Pedagogy course in face-to-face and distance learning at the University of Brasília, using a questionnaire and interview. To analyze the data, we used Bardin's Content Analysis (1977) and Triviños' (1987) data triangulation. Participants point out, as the main cause of plagiarism, in the questionnaire, the difficulty in original and autonomous writing and in interviews the time. They admit the use of an AI tool to write dissertation texts, they understand the concept of plagiarism in general, however, faced with a specific situation of using AI to write academic texts, most of them are unable to identify it. It is concluded that students show concern about authorship issues when using AI tools for writing text. In view of this, we identify the need to rethink the educational environment in Higher Education so that it promotes the construction of authorship, the understanding of situations that involve academic plagiarism or cyberplagiarism and training to use generative AI tools.