What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14330%2F25%3A00142307" target="_blank" >RIV/00216224:14330/25:00142307 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/article/10.1007/s10805-025-09675-3" target="_blank" >https://link.springer.com/article/10.1007/s10805-025-09675-3</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s10805-025-09675-3" target="_blank" >10.1007/s10805-025-09675-3</a>

Jazyk výsledku

angličtina

Název v původním jazyce

What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis

Popis výsledku v původním jazyce

This study investigates how YouTube videos are advising university students to use ChatGPT, focusing on two main aspects: bypassing detection tools for AI-generated text in written assignments and leveraging ChatGPT as a study tool, using thematic analysis of transcripts from 173 YouTube videos. Videos promoting the bypass of AI-generated text detection emphasize methods such as using AI detectors, “humanizing” text through rewriters, and blending AI-generated content with manual edits. Videos advocating for ChatGPT as a study tool highlight its potential for personalized learning, creating study materials, self-testing, goal setting, and language learning, but also suggest unethical use for assignment completion. Our findings underscore the unreliability of essays in unsupervised environments due to the ease of generating undetectable AI content, suggesting the need for a more diverse range of assessment methods. Furthermore, we recommend that educators guide students in ethical AI use and integrate positive AI applications into their teaching practices.

Název v anglickém jazyce

What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis

Popis výsledku anglicky

This study investigates how YouTube videos are advising university students to use ChatGPT, focusing on two main aspects: bypassing detection tools for AI-generated text in written assignments and leveraging ChatGPT as a study tool, using thematic analysis of transcripts from 173 YouTube videos. Videos promoting the bypass of AI-generated text detection emphasize methods such as using AI detectors, “humanizing” text through rewriters, and blending AI-generated content with manual edits. Videos advocating for ChatGPT as a study tool highlight its potential for personalized learning, creating study materials, self-testing, goal setting, and language learning, but also suggest unethical use for assignment completion. Our findings underscore the unreliability of essays in unsupervised environments due to the ease of generating undetectable AI content, suggesting the need for a more diverse range of assessment methods. Furthermore, we recommend that educators guide students in ethical AI use and integrate positive AI applications into their teaching practices.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50300 - Education

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Academic Ethics

ISSN

1570-1727

e-ISSN

1572-8544

Svazek periodika

24

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

SG - Singapurská republika

Počet stran výsledku

17

Strana od-do

1-17

Kód UT WoS článku

001590732100001

EID výsledku v databázi Scopus

2-s2.0-105018724094