Chais2025_Heb_and_Eng-web

Ayala Lior, Ina Blau E63 Proceedings of the 20th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Digital Era D. Olenik-Shemesh, I. Blau, N. Geri, A. Caspi, Y. Sidi, Y. Eshet-Alkalai, Y. Kalman, E. Rabin (Eds.), Ra'anana, Israel: The Open University of Israel Artificial Intelligence in Education:Digital Skill or Academic Dishonesty? (Poster) Ayala Lior The Open University of Israel ayalalior@gmail.com Ina Blau The Open University of Israel openu.ac.il inabl @ בינה מלאכותית בחינוך: מיומנות דיגיטלית או הונאה אקדמית? )פוסטר( אינה בלאו האוניברסיטה הפתוחה openu.ac.il inabl @ אילה ליאור האוניברסיטה הפתוחה ayalalior@gmail.com Abstract The spread of generative artificial intelligence (GenAI) significantly impacts education, business, and communication. GenAI tools like ChatGPT generate content based on the clarity of prompts (Liu et al., 2023). In education, ChatGPT is used for learning and assessment, but raises ethical challenges (Lo, 2023). A significant concern of integrating GenAI in education is academic dishonesty (AD), including cheating, plagiarism, fabrication, and facilitation (Pavela, 1997). Plagiarism is more common in digital settings due to the ease of copying and abundant online resources, which reduce the perceived risk of getting caught (Sidi et al., 2019). GenAI tools introduce two key challenges: rephrasing existing material without attribution (Salvagno et al., 2023) and presenting AI- generated work as one's own (Dehouche, 2021), termed "AI-giarism" by Chan (2023). The ethical implications of AI in education are complex. The "neutralizing effect" refers to students justifying AD by minimizing its severity (Brimble, 2016; Ives, 2020). Interaction with AI can foster psychological ownership over content, leading users to feel AI-generated material is theirs, reducing their sense of wrongdoing. Ownership stems from control, familiarity, and personal investment (Pierce et al., 2003), aligning with Thaler’s (1980) ownership theory and the "IKEA effect" (Norton et al., 2012), where involvement enhances perceived value. In AD, this ownership might make users perceive AI-generated work as their own, justifying ethical violations. The evolving role of AI requires reassessing digital literacy frameworks that predate GenAI. Existing digital literacy frameworks may not fully address the complexities of student literacy in the GenAI era (Hwang et al., 2023; Tiernan et al., 2023). Thus, digital literacy must evolve to include effective and ethical AI use, particularly in education. The Research : This study explores how GenAI adoption affects students' perceptions and actual behaviors related to AD and seeks to clarify the boundary between AD and the legitimate use of AI for learning. The study has three parts: 1. A mixed-method study comparing AI use perspectives and practices among lecturers and students, categorized by experience. This study also evaluates essential digital literacy skills for effective AI use through interviews and content analysis.