Publication details
What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis
| Authors | |
|---|---|
| Year of publication | 2025 |
| Type | Article in Periodical |
| Magazine / Source | Journal of Academic Ethics |
| MU Faculty or unit | |
| Citation | |
| web | https://link.springer.com/article/10.1007/s10805-025-09675-3 |
| Doi | https://doi.org/10.1007/s10805-025-09675-3 |
| Description | This study investigates how YouTube videos are advising university students to use ChatGPT, focusing on two main aspects: bypassing detection tools for AI-generated text in written assignments and leveraging ChatGPT as a study tool, using thematic analysis of transcripts from 173 YouTube videos. Videos promoting the bypass of AI-generated text detection emphasize methods such as using AI detectors, “humanizing” text through rewriters, and blending AI-generated content with manual edits. Videos advocating for ChatGPT as a study tool highlight its potential for personalized learning, creating study materials, self-testing, goal setting, and language learning, but also suggest unethical use for assignment completion. Our findings underscore the unreliability of essays in unsupervised environments due to the ease of generating undetectable AI content, suggesting the need for a more diverse range of assessment methods. Furthermore, we recommend that educators guide students in ethical AI use and integrate positive AI applications into their teaching practices. |