This study investigates whether assessments fostering higher-order thinking skills can reduce plagiarism involving generative AI tools. Participants completed three tasks of varying complexity in four groups: control, e-textbook, Google, and ChatGPT. Findings show that AI plagiarism decreases as task complexity increases, with higher-order tasks resulting in lower similarity scores and AI plagiarism percentages. The study also highlights the distinction between similarity scores and AI plagiarism, recommending both for effective plagiarism detection. Results suggest that assessments promoting higher-order thinking are a viable strategy for minimizing AI-driven plagiarism.

翻译：本研究探讨了培养高阶思维能力的评估是否能减少涉及生成式人工智能工具的抄袭行为。参与者被分为四组（对照组、电子教科书组、谷歌组和ChatGPT组），完成了三项不同复杂度的任务。研究结果表明，随着任务复杂性的增加，人工智能抄袭行为相应减少，高阶思维任务导致更低的相似性得分和人工智能抄袭百分比。本研究还强调了相似性得分与人工智能抄袭之间的区别，建议同时采用这两种指标以实现有效的抄袭检测。结果表明，促进高阶思维能力的评估是减少人工智能驱动抄袭行为的可行策略。