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高等教育背景下学生对“AI代写”这一新兴学术不端形式的认知。研究通过一项涵盖393名来自不同学科的本科生及研究生的问卷调查，考察了他们对各类“AI代写”场景的看法。调查结果描绘出一幅复杂的认知图景：学生明确反对直接利用AI生成内容，但对更隐蔽的AI使用方式则持有矛盾态度。本研究引入了一种新型测评工具，作为“AI代写”概念的初步框架，为教育工作者和政策制定者提供了重要工具。该量表有助于围绕AI相关学术不端行为展开理解与讨论，并在AI融合时代助力教学设计与评估。此外，它挑战了传统的学术不端定义，强调需根据AI技术的持续发展进行调整。尽管存在AI快速迭代及采用便利抽样等局限性，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见解。