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ChatGPT in Academia: University Students' Attitudes towards the Use of ChatGPT and Plagiarism

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Title: ChatGPT in Academia: University Students' Attitudes towards the Use of ChatGPT and Plagiarism
Language: English
Authors: Balázs Fajt (ORCID 0000-0003-4983-3962), Emese Schiller
Source: Journal of Academic Ethics. 2025 23(3):1363-1382.
Availability: BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Technology Uses in Education, College Students, Student Attitudes, Plagiarism, Technology Integration, Ethics, Integrity, Usability, Anxiety, Foreign Countries, Intention
Geographic Terms: Hungary
DOI: 10.1007/s10805-025-09603-5
ISSN: 1570-1727
1572-8544
Abstract: This mixed-methods study examines the integration of ChatGPT within academic discourse, focusing on its role in education. ChatGPT, an AI chatbot using the GPT model, offers significant benefits such as enhanced plagiarism detection and improved accuracy in academic work. However, it also presents ethical challenges related to academic integrity. The research explores factors influencing student adoption, including perceived usefulness, ease of use, overall attitude, and anxiety related to ChatGPT usage. Additionally, the study investigates how gender, educational context, and prior AI experience affect ChatGPT usage and perception among a sample of 607 Hungarian university students. It also examines the potential relationship between students' willingness to use ChatGPT and their willingness to plagiarize. The findings reveal a generally positive attitude towards ChatGPT but also highlight concerns about potential misuse. This study aims to contribute to the responsible integration of AI in education by providing insights and recommendations to balance technological innovation with the preservation of academic integrity.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485480
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Balázs+Fajt%22">Balázs Fajt</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4983-3962">0000-0003-4983-3962</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emese+Schiller%22">Emese Schiller</searchLink>
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  Data: BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
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  Data: This mixed-methods study examines the integration of ChatGPT within academic discourse, focusing on its role in education. ChatGPT, an AI chatbot using the GPT model, offers significant benefits such as enhanced plagiarism detection and improved accuracy in academic work. However, it also presents ethical challenges related to academic integrity. The research explores factors influencing student adoption, including perceived usefulness, ease of use, overall attitude, and anxiety related to ChatGPT usage. Additionally, the study investigates how gender, educational context, and prior AI experience affect ChatGPT usage and perception among a sample of 607 Hungarian university students. It also examines the potential relationship between students' willingness to use ChatGPT and their willingness to plagiarize. The findings reveal a generally positive attitude towards ChatGPT but also highlight concerns about potential misuse. This study aims to contribute to the responsible integration of AI in education by providing insights and recommendations to balance technological innovation with the preservation of academic integrity.
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