Automatic paraphrasing tools: an unexpected consequence of addressing student plagiarism and the impact of COVID in distance education settings

Autores

DOI:

https://doi.org/10.5212/PraxEduc.v.18.21679.020

Resumo

Text matching tools employed to detect plagiarism are widely used in universities, but their availability may have pushed students to find ways to evade detection. One such method is the use of automatic paraphrasing software, where assignments can be rewritten with little effort required by students. This paper uses the search engine analytics methodology with data from SEMrush and Google Trends to estimate the level of interest in online automatic paraphrasing tools, focusing on the period 2016 to 2020 and the four countries: the USA, UK, Canada and Australia. The results show a concerning trend, with the number of searches for such tools growing during the period, especially during COVID-19, and notable increases observed during the months where assessment periods take place in universities. The method employed in this study opens up a new avenue of analysis to enrich and supplement the existing knowledge in the field of academic integrity research. The data obtained demonstrates that faculty should be alert for student use of automatic paraphrasing tools and that academic integrity interventions need to be in place across the sector to address this problem.

Keywords: Paraphrasing tools. Data science applications in education. Academic integrity.

Métricas

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Biografia do Autor

Rubén Comas Forgas, University of the Balearic Islands and Stockholm University

University of the Balearic Islands (Spain) and Stockholm University (Sweden).

Thomas Lancaster, Imperial College of London

Imperial College of London (UK).

Elvira Curiel Marín, University of Granada

University of Granada (Spain).

Carmen Touza Garma, University of the Balearic Islands

University of the Balearic Islands (Spain).

Publicado

2023-03-21

Como Citar

COMAS FORGAS, R.; LANCASTER, T.; CURIEL MARÍN, E.; TOUZA GARMA, C. Automatic paraphrasing tools: an unexpected consequence of addressing student plagiarism and the impact of COVID in distance education settings. Práxis Educativa, [S. l.], v. 18, p. 1–19, 2023. DOI: 10.5212/PraxEduc.v.18.21679.020. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/21679. Acesso em: 27 fev. 2024.

Edição

Seção

Seção Temática: Ética em Pesquisa e Integridade Acadêmica em Ciências Humanas e Sociais: atualizando o debate

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