Students’ misuse of ChatGPT in higher education: An application of the Fraud Triangle Theory

Abstract

Academic dishonesty is not a new thing among students. With the rapid development of AI technology such as ChatGPT, it is much easier for students to misuse it in their learning. This study seeks to investigate the causes of academic dishonesty among students by looking at how AI language models are misused. This study examines the components of academic dishonesty and how they interact with one another using the fraud triangle hypothesis. The idea proposes that opportunity, rationalization, and pressure are crucial elements for fraudulent action. Using validated questionnaires, 250 students from Malaysian public universities participated in this study to learn more about their experiences with ChatGPT cheating. A Microsoft Forms-based online questionnaire served as the primary data collection instrument. Academic dishonesty and ChatGPT misuse are both significantly predicted by two of the three components of the fraud triangle; pressure, the third component, was determined to be non-significant. Preventative strategies based on technology can be shaped by the results of this study. The contribution of this study is substantial, as it illuminates a major issue in education and offers vital information for educators and policymakers to tackle the problem and enhance academic standards.