Research Article

Measuring AI-giarism: A Validation Study and Dimensional Exploration of the Scale in Turkish

Number: 1 January 14, 2026

Measuring AI-giarism: A Validation Study and Dimensional Exploration of the Scale in Turkish

Abstract

The study's scope includes adapting and validating the AI-giarism scale, developed by Chan (2024), into Turkish and conducting analyses to assess its validity and reliability. The study examined the perceptions of 426 university students towards AI-assisted academic misconduct. Exploratory factor analysis (EFA) revealed a three-factor structure for the scale: 'Plagiaristic AI use', 'AI-augmented writing', and ‘No AI reliance', accounting for 59.7% of the total variance. Confirmatory analyses revealed that the three-factor structure provided a good fit to the data, with the scale items loading significantly onto their respective factors. The model fit indices were adequate. Reliability analyses showed that Cronbach's alpha values ranged between .63 and .91, with discrimination between factors achieved. Additionally, no significant difference in AI-giarism level was obtained according to gender. This instrument provides a valid and reliable means of measuring university students' perceptions towards the ethical use of AI in academia. The scale is a valid and reliable assessment tool, particularly for distinguishing students' attitudes towards the unethical, ethical and limited use of AI.

Keywords

Ethical Statement

Ethics and Consent: Ethical approval for this study was obtained from A2025CAL (Hacettepe University, approval date: 6/08/2025 and permission of ethics document's number).

Thanks

The authors would like to thank all participants and collaborators who contributed to this study.

References

  1. Akkaş, Ö. M., Tosun, C., & Gökçearslan, Ş. (2024). Artificial intelligence (AI) and cheating: the concept of generative artificial intelligence (GenAI). In Transforming Education With Generative AI: Prompt Engineering and Synthetic Content Creation (pp. 182-199). IGI Global Scientific Publishing.
  2. Chan, C. (2024b). Holistic competencies and AI in education: A synergistic pathway. Australasian Journal of Educational Technology, 40(5), 1-12.
  3. Chan, C. K. Y. (2023). Is AI changing the rules of academic misconduct? An in-depth look at students' perceptions of'AI-giarism'. arXiv preprint arXiv:2306.03358.
  4. Chan, C. K. Y. (2024a). Students’ perceptions of ‘AI-giarism’: investigating changes in understandings of academic misconduct. Education and Information Technologies, 1-22.
  5. Campo, L., Delgado, N., Etxabe-Urbieta, J. M., Kanso, H., & Gueye, M. L. (2025). Relationship Between the Use of ChatGPT and Plagiarism in Higher Education: The Influence of Gender, Age and Previous Academic Results. Innovative Higher Education, 1-20.
  6. Fatani, B. (2023). ChatGPT for future medical and dental research. Cureus, 15(4), 37285. 10.7759/cureus.37285. Gökçearslan, S., Tosun, C., & Erdemir, Z. G. (2024). Benefits, challenges, and methods of artificial intelligence (AI) chatbots in education: A systematic literature review. International Journal of Technology in Education, 7(1), 19-39.
  7. Graham A. (2023). ChatGPT and other AI tools put students at risk of plagiarism allegations, MDU warns. BMJ, 381, 1133.10.1136/bmj.p1133
  8. Gupta, T., & Pruthi, D. (2025). All that glitters is not novel: Plagiarism in ai generated research. arXiv preprint arXiv:2502.16487

Details

Primary Language

English

Subjects

Artificial Intelligence (Other)

Journal Section

Research Article

Publication Date

January 14, 2026

Submission Date

August 11, 2025

Acceptance Date

October 17, 2025

Published in Issue

Year 2026 Number: 1

APA
Gökçearslan, Ş., Mumcu, F., Chiu, T., & Lavicza, Z. (2026). Measuring AI-giarism: A Validation Study and Dimensional Exploration of the Scale in Turkish. Journal of Learning and Teaching in Digital Age, 1, 111-118. https://doi.org/10.53850/joltida.1762390

Journal of Learning and Teaching in Digital Age 2023. This is an Open Access journal distributed under the terms of the Creative Commons Attribution International 4.0 (CC BY 4.0) license.

Journal of Learning and Teaching in Digital Age. Open Access Journal, 2023. ISSN:2458-8350