In programming education, plagiarism and misuse of artificial intelligence (AI) assistance are emerging issues. However, not many relevant studies are focused on web programming. We plan to develop automated tools to help instructors identify both misconducts. To fully understand the issues, we conducted a controlled experiment to observe the unfair benefits and the characteristics. We compared student performance in completing web programming tasks independently, with a submission to plagiarize, and with the help of AI assistance (ChatGPT). Our study shows that students who are involved in such misconducts get comparable test marks with less completion time. Plagiarized submissions are similar to the independent ones except in trivial aspects such as color and identifier names. AI-assisted submissions are more complex, making them less readable. Students believe AI assistance could be useful given proper acknowledgment of the use, although they are not convinced with readability and correctness of the solutions.

翻译：在编程教育中，抄袭与人工智能（AI）辅助工具的不当使用日益成为突出问题。然而，当前针对网页编程领域的相关研究尚不充分。我们计划开发自动化工具以辅助教师识别这两类不当行为。为全面理解该问题，我们通过控制实验观察其不公平优势与特征，比较学生在独立完成网页编程任务、抄袭他人提交内容以及借助AI辅助工具（ChatGPT）三种情境下的表现。研究表明，涉及不当行为的学生在获得相近测试成绩的同时，显著缩短了完成时间。抄袭提交的代码与独立完成版本仅在颜色、标识符名称等非关键层面存在差异；而AI辅助生成的代码结构更为复杂，可读性较差。学生认为，若对AI使用进行适当标注，该工具的辅助价值是存在的，但其对解决方案的可读性与正确性仍存疑虑。