This pioneering study explores students' perceptions of AI-giarism, an emergent form of academic dishonesty involving AI and plagiarism, within the higher education context. A survey, undertaken by 393 undergraduate and postgraduate students from a variety of disciplines, investigated their perceptions of diverse AI-giarism scenarios. The findings portray a complex landscape of understanding, with clear disapproval for direct AI content generation, yet more ambivalent attitudes towards subtler uses of AI. The study introduces a novel instrument, as an initial conceptualization of AI-giarism, offering a significant tool for educators and policy-makers. This scale facilitates understanding and discussions around AI-related academic misconduct, aiding in pedagogical design and assessment in an era of AI integration. Moreover, it challenges traditional definitions of academic misconduct, emphasizing the need to adapt in response to evolving AI technology. Despite limitations, such as the rapidly changing nature of AI and the use of convenience sampling, the study provides pivotal insights for academia, policy-making, and the broader integration of AI technology in education.

翻译：这项开创性研究探讨了学生对“AI抄袭”（一种涉及人工智能与剽窃的新兴学术不端形式）在高等教育环境中的认知。通过对393名来自不同学科的本科生和研究生进行问卷调查，研究考察了他们对多种AI抄袭场景的看法。调查结果呈现出复杂的认知图景：学生明确反对直接使用AI生成内容，但对更隐晦的AI使用方式持模棱两可的态度。本研究提出了一种新型评估工具，作为对AI抄袭的初步概念化，为教育者和政策制定者提供了重要参考。该量表有助于围绕AI相关学术不端行为展开理解与讨论，并为人工智能整合时代的教学设计与评估提供支持。此外，它挑战了传统的学术不端定义，强调了根据不断演进的AI技术进行调整的必要性。尽管存在局限性（例如AI技术的快速迭代以及便利抽样法的使用），本研究仍为学术界、政策制定及AI技术在教育中的更广泛融合提供了关键洞见。