Enhancing anti-plagiarism literacy practices among undergraduates with AI

The integration of artificial intelligence (AI) in higher education has significantly contributed to the advancement of teaching and learning. However, it has also exacerbated ethical issues, particularly concerning plagiarism. This study introduces an Anti-Plagiarism Literacy Practices (APLP) programme, which includes a customised AI tool called the Academic Writing System (AWS), to support students' anti-plagiarism literacy practices in academic writing scenarios. Utilising a design-based research methodology, the APLP programme and AWS tool were iteratively refined through two stages of intervention involving 60 undergraduate students. A subsequent stage employed a quasi-experimental design to assess the programme's impact on the plagiarism-related perceptions, attitudes, and behaviours of 107 students. Findings revealed that the experimental group significantly outperformed the control group in modifying their perceptions and attitudes towards anti-plagiarism, evolving from seeing it as "important but vague" to feeling "understanding and confident." Moreover, the level of plagiarism in their writing decreased from moderate to minor, and their writing quality rose from an average score of 58 to 79 out of 100. The data underscore the programme's effectiveness in enhancing anti-plagiarism literacy practices among university students. This study provides valuable insights for educators seeking to integrate AI-driven solutions into their teaching of ethical academic practices.