Inbound 27279780608000829

Online Journal of Communication and Media Technologies, 2023, 13(4), e202346
e-ISSN: 1986-3497
OPEN ACCESS Research Article
Using ChatGPT in academic writing is (not) a form of

plagiarism: What does the literature say?
Adeeb M. Jarrah 1
0000-0002-8216-8848
Yousef Wardat 2*
0000-0003-2370-9808
Patricia Fidalgo 1
0000-0002-2620-9983
1
Emirates College for Advanced Education, Abu Dhabi, UAE
2
United Arab Emirate University, Abu Dhabi, UAE
*
Corresponding author: [email protected]
Citation: Jarrah, A. M., Wardat, Y., & Fidalgo, P. (2023). Using ChatGPT in academic writing is (not) a form of plagiarism: What
does the literature say?. Online Journal of Communication and Media Technologies, 13(4), e202346.
https://doi.org/10.30935/ojcmt/13572
ARTICLE INFO ABSTRACT

Received: 12 Jul 2023 This study aims to review the existing literature on using ChatGPT in academic writing and its
Accepted: 3 Aug 2023 implications regarding plagiarism. Various databases, including Scopus, Google Scholar,
ScienceDirect, and ProQuest, were searched using specific keywords related to ChatGPT in
academia, academic research, higher education, academic publishing, and ethical challenges.
The review provides an overview of studies investigating the use of ChatGPT in academic writing
and its potential association with plagiarism. The results of this study contribute to our
understanding of the use and misuse of ChatGPT in academic writing, considering the growing
concern regarding plagiarism in higher education. The findings suggest that ChatGPT can be a
valuable writing tool; however, it is crucial to follow responsible practices to uphold academic
integrity and ensure ethical use. Properly citing and attributing ChatGPT’s contribution is
essential in recognizing its role, preventing plagiarism, and upholding the principles of scholarly
writing. By adhering to established citation guidelines, authors can maximize ChatGPT’s benefits
while maintaining responsible usage.
Keywords: artificial Intelligence, ChatGPT, academic writing, academic integrity, plagiarism
INTRODUCTION
Future advancements in artificial intelligence (AI) and its computational power will majorly affect higher
education. This effect could change the organization and administration of contemporary institutions,
presenting both exciting prospects and severe problems for higher education professionals (Andrews et al.,
2016). However, arriving at a definitive definition of AI remains elusive due to different philosophical
viewpoints that have influenced its understanding since early times (Kübler et al., 2015; Niemimaa & Zimmer,
2022). Xu et al.’s (2021) definition of AI as being computer systems that imitate human intelligence by engaging
in activities like learning, adaptation, synthesis, self-correction, and efficient data use is used in this study.
Since its introduction in 1956, the idea of AI has drawn interest from , leading to a variety of several fields,
leading to various theoretical interpretations (McCarthy, 2007). AI encompasses many technologies that aim
to replicate human intelligence in machines. Common AI applications include chatbots, voice assistants, and
various other technologies.
One field within AI is machine learning, which involves developing models that can learn from data
patterns without explicit programming. The exponential growth of complex data in today’s world has
Copyright © 2023 by authors; licensee OJCMT by Bastas, CY. This article is an open access article distributed under the
terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
Jarrah et al.
underscored the importance and potential of machine learning. It enables us to extract meaningful insights
and make predictions based on vast information. The foundation of many machine learning models relies on
traditional statistical techniques, which have been further advanced and refined over time (McKinsey &
Company, 2023).
In the past, machine learning models have served the purpose of prediction, enabling us to reveal patterns
and insights within datasets. However, recent advancements have given rise to generative AI models that can
go beyond prediction and generate new content. This breakthrough opens new possibilities and applications
in various fields, including education.
According to Chen et al. (2020), AI’s integration into education has opened new possibilities by overcoming
physical barriers and providing online access to learning materials. The scope of AI in education surpasses
conventional educational technology applications, encompassing areas like content development, teaching
methods, student assessment, and teacher-student communication. This expansion has been made possible
using different platforms and applications, including interactive learning environments (ILEs), intelligent
tutoring systems (ITS), adaptive learning systems, and technologies like virtual reality (VR) and 3D (McKinsey
& Company, 2023).
The use of AI-generated writing in academia raises ethical concerns and moral dilemmas. The reliance on
AI can undermine student learning evaluation and diminish a degree’s value. Bayne (2018) demonstrates that
excessive dependence on AI may lead to inadequate comprehension of the material, resulting in
unpreparedness for subsequent assignments. Additionally, AI can facilitate plagiarism and cheating,
compromising the integrity of the learning environment (David, 2023; Qasem, 2023).
However, when used appropriately and guided by established guidelines, AI can benefit instruction and
assessment. Nevertheless, the absence of clear policies in most educational institutions poses challenges. For
instance, ChatGPT, an AI tool, has the potential to increase accuracy and productivity while giving students
additional chances to highlight their skills (Chen et al., 2015). However, ensuring AI is used in a way that does
not unfairly favor some students is crucial. As a result, using AI in education has potential benefits and
drawbacks (Cao et al., 2023).
Educational institutions frequently use AI technologies to prevent plagiarism, uphold honesty, and assist
students in improving their writing skills to retain academic integrity (Gavilán et al., 2022). However, as AI
technology develops and becomes more sophisticated, there is an increasing worry that students could abuse
these potent tools to write excellent essays and articles on their behalf. This problem highlights the necessity
for educational institutions to take proactive measures to counteract it. Considering this, this study examines
how AI can affect the development of academic integrity in education (Mansilla et al., 2022).
The study opens by discussing AI and how it relates to fostering academic integrity. It then thoroughly
analyses the prior research on the relationship between AI and academic integrity. Preferred reporting item
for systematic reviews and meta-analyses (PRISMA) methodology, which offers a structured procedure for
conducting systematic reviews, is used in the study’s methods section. After a discussion and summary of the
findings, the study concludes by offering insights about the connection between AI and academic integrity
based on the literature review (Macdonald et al., 2023).
Study Purpose
The study’s purpose is to conduct a literature review on using ChatGPT in academic writing and its
implications regarding plagiarism and academic integrity. The study aims to explore the existing research on
how ChatGPT, an AI-powered language model, is utilized as a writing tool in academic settings and how its
use may relate to issues of plagiarism and ethical challenges. By reviewing relevant studies, the research seeks
to provide an overview of the current state of knowledge and understanding regarding the use and potential
misuse of ChatGPT in academic writing. The findings are intended to contribute to our understanding of the
benefits and challenges of using ChatGPT in academia and shed light on the importance of maintaining
academic integrity when utilizing AI technologies like ChatGPT in the context of higher education.
The study aims to highlight responsible practices and proper attribution to uphold academic integrity and
promote ethical use of ChatGPT in academic writing.
2 / 20 Online Journal of Communication and Media Technologies, 13(4), e202346

Online Journal of Communication and Media Technologies, 2023
LITERATURE REVIEW
Artificial Intelligence in Education
AI is now widely used in education, enabling computer systems to perform human-like functions like
learning, adapting, and digesting complex data (De Lange, 2015). However, it is still unclear how AI will affect
classrooms and how it can be used as a pedagogical advantage (Zawacki-Richter et al., 2019).
ChatGPT, an AI-powered chatbot created by OpenAI, has rapidly gained popularity, amassing millions of
users. While concerns surrounding its implications persist, machine learning has proven beneficial across
multiple sectors. The use and financial commitment to AI have grown in recent years. Nevertheless, the
complete scope of generative AI’s impact and associated risks remains uncertain (McKinsey & Company,
2023).
GPT-3, a system that can produce text with or without human input, is one famous example of AI (Nath et
al., 2022). Through text summarization, real-time captioning, machine translation, and pre-built libraries of
idioms and phrases, AI techniques are being used to rewrite words and enhance accessibility and inclusion in
education (Kim, 2018). Learner models, algorithms, and neural networks provide valuable data that can
inform decision-making in various aspects of education, such as learning paths, material selection, cognitive
support, and student-centered dialogue. This data-driven approach offers insights that can be particularly
beneficial in large-scale distance education institutions, where one-on-one human (AIEd) supports
collaborative learning by facilitating adaptive group formation based on learner models and summarizing
discussions. Human tutors can then use these summarized insights to guide students towards achieving
course goals (Wen & Wang, 2023).
Intelligent virtual reality (IVR) and game-based learning environments provide students with authentic and
engaging experiences in which intelligent virtual agents, acting as instructors, guides, or peers, can assist them
in remote or online laboratories. Educators in higher education need to understand AI and its various
functions, distinguishing between its supportive role and the potential for facilitating cheating. While AI
advancements are significant, the value of human problem-solving, critical thinking, and questioning remains
essential. It is crucial for educators to actively participate in scholarly discussions about AI in higher education
to inform future initiatives. Recognizing and addressing the impact of AI on academic integrity is of utmost
importance in today’s higher education landscape (Rahman et al., 2023; Qasem, 2023; Yan, 2023).
Whether using ChatGPT in academic writing is a form of plagiarism is a matter of interpretation and
perspective. There is an ongoing debate within the academic community regarding using AI language models
like ChatGPT in scholarly work. Different researchers may have differing opinions on this topic.
Some argue that using ChatGPT without proper citation and attribution could be considered a form of
plagiarism. This viewpoint is based on the belief that the generated content is not original work and should
be acknowledged as a derived source (Macdonald et al., 2023).
On the other hand, some experts believe that ChatGPT can be a helpful tool for writers. They contend that
using user-generated content in academic writing is legitimate and does not constitute plagiarism if it is
critically analyzed, rephrased, and properly cited.
Artificial Intelligence’s Contribution to Fostering Academic Integrity in Education

The advancement of academic integrity in education could be significantly aided by AI. Below are some
examples of how AI could help advance academic integrity in education:
• Detecting plagiarism: Text may be quickly analyzed and compared using AI-powered plagiarism
detection systems to find instances of plagiarism. These tools use algorithms to detect similarities
between submitted work and a vast database of sources, helping educators and institutions identify
potential cases of plagiarism more effectively.
• Originality checking: AI can assist students in ensuring the originality of their work. AI-based writing
helpers can offer tips and criticism to students to help them write better while avoiding accidental
plagiarism. These tools can highlight potential sources that need proper citation and offer guidance on
paraphrasing and proper attribution.
Online Journal of Communication and Media Technologies, 13(4), e202346 3 / 20

Jarrah et al.
• Automated citation and referencing: AI tools can streamline the process of citation and referencing
by automatically generating accurate citations based on given referencing styles. This reduces the
likelihood of citation errors and helps students maintain consistency and adhere to proper referencing
practices.
• Academic integrity education: AI can be used to develop interactive tutorials, modules, and
educational resources on academic integrity. These resources can instruct students on how to
recognize plagiarism, use sources ethically, properly cite sources, paraphrase, recognize plagiarism,
and properly cite sources and paraphrase. AI-based educational systems can assist in increasing
student understanding of the value of academic integrity and educating them about it.
• Proctoring and cheating detection: AI-driven proctoring systems can monitor and analyze students’
behavior during online assessments to detect potential instances of cheating or academic misconduct.
These systems use facial recognition, eye-tracking, and keystroke analysis to identify suspicious
activities and alert instructors or institutions.
• Personalized feedback: AI-powered feedback systems can provide personalized and timely feedback
on academic assignments. By analyzing students’ work and providing tailored suggestions, these
systems can help students improve their writing skills and avoid unintentional plagiarism, thus
promoting academic integrity.
Even while AI has a significant role in fostering academic integrity, it’s crucial to understand that these
technologies promote academic integrity. It is essential to understand that these technologies have
limitations. They are not error-proof and should be used with human skill and judgment. Additionally, ethical
considerations, transparency, and student privacy should be carefully addressed when implementing AI
technologies in educational settings (Alneyadi & Wardat, 2023).
AI can enhance academic integrity by providing effective plagiarism detection, promoting originality,
assisting with citation, referencing, supporting education on ethical practices, and detecting cheating. Its
implementation should be done thoughtfully, considering the specific needs and context of educational
institutions specific needs and context.
Using ChatGPT Without Proper Citation and Attribution

The viewpoint that considers using ChatGPT without proper citation and attribution could be a form of
plagiarism is indeed based on the belief that the generated content is not original work and should be
acknowledged as a derived source. While we cannot provide specific references to support this viewpoint, we
can offer some insights based on shared understanding within the academic community (Mansilla et al.,
2022).
Plagiarism is generally defined as presenting someone else’s work, ideas, or words as one’s own without
appropriate acknowledgement. When using ChatGPT or any other AI language model, the generated content
results from pre-existing data and algorithms rather than being produced by the author directly. Thus, failing
to attribute the generated content to its source could be seen as claiming it as one’s original work (Wardat et
al., 2023).
Academic integrity and ethical writing practices emphasize the importance of proper citation and
attribution. When ChatGPT is used in academic writing, it is crucial to acknowledge it as a tool or source of
assistance and to cite it accordingly when incorporating generated content (Gavilán et al., 2022). Although
many academic institutions accept this view, reviewing institution’s or educational communities’ specific rules
on using AI language models and citation conventions is vital. It is essential to follow the regulations and
standards established by the academic community, as institutional policies may differ.
ChatGPT as a Writing Aid or Plagiarism Without Attribution?

ChatGPT and similar AI language models as tools can aid in the writing processes. According to this
perspective, if the generated content is critically evaluated, rephrased, and properly cited, its use in academic
writing can be acceptable and does not constitute plagiarism (Perkins, 2023). Supporters of this viewpoint
argue that AI language models can be valuable resources for generating ideas, exploring different
perspectives, and overcoming writer’s block. They emphasize that the writer is responsible for evaluating and

Figure 1. Guidelines for using ChatGPT with academic honesty (Source: Authors)
transforming the generated content into original work. Proponents of this perspective suggest that when
using ChatGPT in academic writing, ChatGPT academic writing should be treated as a source that requires
proper citation and attribution. By rephrasing and integrating the generated content into one’s writing while
providing precise citations to acknowledge the contribution of the language model, writers can maintain
academic integrity. Johnson (2023) argues that if the generated content is critically evaluated, rephrased, and
correctly cited, its use in academic writing can be acceptable and does not constitute plagiarism. Figure 1
summarizes the guidelines for using ChatGPT with academic honesty.
Another viewpoint argues that using ChatGPT without adequate citation and attribution may be
considered plagiarism. According to this perspective, since the generated content is not original work, it
should be acknowledged as derived from another source (Okaibedi, 2023).
It is essential to note the dual nature of ChatGPT, as evident from the existing literature. ChatGPT serves
as a valuable writing tool, helping and generating creative content, which has been acknowledged by
researchers exploring its potential in language learning and facilitating the writing process (Yan, 2023).
However, ethical and academic integrity concerns arise when ChatGPT is misused without adequate
attribution and citation. Studies have highlighted the importance of acknowledging the AI’s contribution to
avoid potential plagiarism and maintain responsible and ethical usage (Bender et al., 2021; Holland, 2023).
METHODOLOGY
This study is a systematic literature review (SLR) based on PRISMA guidelines (Moher, 2019). SLR is a
rigorous research methodology that collects, identifies, and critically analyses various research studies,
including articles, conference proceedings, books, and dissertations (Carrera-Rivera et al., 2022). Through a
systematic procedure, an SLR aims to provide an updated overview of the existing literature on a particular
subject, ensuring that the reader is informed about the most current research findings. It involves employing
a predetermined set of search terms and specific criteria for selecting or excluding studies (Gough et al., 2017).
Once the relevant studies are identified, the next step involves extracting and coding the data from these
studies. This process enables the synthesis of findings, examining whether using ChatGPT in academic writing
is or is not a form of plagiarism. This systematic review has curated 500 articles of which 20 have been
included in the study for further analysis and interpretation.
Search Strategy
Inclusion and exclusion criteria were established using specific conditions for selecting studies to ensure
they align with the study’s purpose. The original search criteria and phrases are listed in Table 1 and Table 2.
Academic peer-reviewed articles on using ChatGPT for academic writing and on plagiarism were included in
the search. Web of Science, Scopus, and EBSCO Education Source were some of the databases used, and the
focus was on titles, abstracts, and keywords of the articles. Despite concerns about the peer-review process

Jarrah et al.
Table 1. Original search criteria

No Research topics Search terms
1 Using ChatGPT without Viewpoint that using ChatGPT without proper citation & attribution could be seen as a
proper citation & attribution form of plagiarism is indeed based on belief that generated content is not original
work & should be acknowledged as a derived source.
2 ChatGPT as a tool that can ChatGPT & similar AI language models as tools that can aid in writing process.
aid in writing process According to this, if generated content is critically evaluated, rephrased, & properly
cited, its use in academic writing can be acceptable & does not constitute plagiarism.
3 ChatGPT: Writing tool or Exploring dual nature of ChatGPT: A valuable writing tool when used appropriately,
plagiarism without attribution but also a potential source of plagiarism when used without proper attribution.
Table 2. Inclusion & exclusion criteria

No Inclusion criteria (IC) Exclusion criteria (EC)
1 Inclusion criterion 1 (IC-1): Article is 1 Exclusion criterion 1 (EC-1): Exclusion of duplicate studies with identical
written in the English language. content.
2 Inclusion criterion 2 (IC-2): Article 2 Exclusion criterion 2 (EC-2): Exclusion of articles categorized as tutorials,
introduces an educational chatbot. posters, technical reports, review papers, short papers, or PhD theses.
3 Inclusion criterion 3 (IC-3): Article 3 Exclusion criterion 3 (EC-3): Exclusion of duplicate articles that present a
provides a comprehensive chatbot already introduced in another article, with only the most recent
explanation of usage details of article being included.
educational chatbot. 4 Exclusion criterion 4 (EC-4): Exclusion of articles that presented an educational
chatbot but lacked empirical evidence or had insufficient empirical study to
support its validity.
being raised in scientific community (Nicholas et al., 2015), only papers that were published in scholarly peer-
reviewed journals were included in this research. 500 distinct records were found during the search process.
Search Process
This study was carried out between fall 2022 and spring 2023. The search for articles related to the
research topic used several databases, including ACM Digital Library, Scopus, IEEE Xplore, and SpringerLink.
The study questions, objectives, and existing literature were carefully examined to determine the most
appropriate terms to achieve a thorough search.
The initial keywords used in the search string were “chatbot” and “education.” In addition, the keyword
“plagiarism” was included to specifically address the aspect of academic integrity related to chatbot
technology. For the “chatbot” aspect, keywords such as “learning”, “learner”, “teaching”, “teacher”, and
“student” were used to explore the educational implications of ChatGPT when discussing issues related to
proper citation and attribution.
The keywords and search string were refined iteratively throughout the search process to yield more
adequate results. This iterative refinement helped enhance the search’s relevance and specificity and
improved the search’s relevance and lead to more relevant articles for the study.
The researchers wanted to gather pertinent literature that tackles the convergence of chatbot technology,
education, academic integrity, and the specific issues linked to correct citation and attribution by combining
these keywords and repeatedly fine-tuning the search string.
Inclusion and exclusion criteria were selected to guarantee that only relevant articles related to the
research questions were included in the study–the criteria assisted in lowering the amount of unconnected
or unreviewed publications.
At first, 500 studies were found using a search query in the chosen databases. These studies’ metadata,
which included the title, abstract, publication type, language, and keywords, were examined.
The selection process consisted of four stages to identify the relevant articles:
1. In the first stage, the researchers examined the articles’ metadata and applied inclusion criterion IC-1
and exclusion criterion EC-1. This initial screening reduced the number of studies to 400.
2. The researchers reviewed the studies’ titles, abstracts, and keywords in the second stage. They applied
inclusion criterion IC-2 and exclusion criterion EC-2 to refine the selection further. This stage resulted
in 300 studies.

Figure 2. Flowchart of the study’s selection process (Source: Authors)
3. The third stage involved eliminating articles irrelevant to the research questions. The researchers
applied the exclusion criterion EC-3 to narrow the articles to 200 papers.
4. The final stage involved a comprehensive reading of the entire content of the articles, considering
inclusion criterion IC-3. Additionally, studies lacking empirical evidence for the effectiveness of the
educational chatbot were excluded using exclusion criterion EC-4. This final stage resulted in a last set
of 20 papers.
The selection process was designed to progressively refine the articles based on relevance and empirical
evidence, identifying a subset of 20 papers for further analysis. The detailed flowchart in Figure 2 visually
represents the selection process, showing how the inclusion and exclusion criteria were applied at each stage
to narrow down the articles to the final set of 20 papers.
RESULTS
Using ChatGPT in Academic Writing
Table 3 presents a condensed overview of the main findings from the included studies regarding the
implications of using ChatGPT in academic writing.
Table 3. Summary of main conclusions of the studies

Application & Risk, concerns, & limitation Suggested action &
Reference Design & aim
benefit of ChatGPT conclusions
Alkaissi and A study evaluated ChatGPT as a tool Use of large language Ethical & acceptability aspects of using
McFarlane ChatGPT’s that can aid in models, like ChatGPT, in large language models in scientific
(2023) performance on the writing process. academic writing gives rise writing are still subject to debate.
US medical licensing to apprehensions regarding There are concerns regarding potential
examination to integrity & precision of their creation of false experts in medical
determine how well application. Authors field through AI ChatGPT, which could
it handled propose adjusting policies & result in harmful outcomes due to a
sophisticated procedures for evaluating lack of real-world experience &
medical & clinical scientific manuscripts generation of expert opinions solely
material. submitted to journals & through AI. Considering these
medical conferences to implications & risks associated with
maintain stringent scientific relying exclusively on AI-generated
standards. content in scientific writing is crucial,
especially in areas where expertise &
experience play a crucial role.

Jarrah et al.
Table 3 (Continued). Summary of main conclusions of the studies

Alser and Show how ChatGPT Using ChatGPT Article expresses concerns It is crucial to recognize & acknowledge
Waisberg usage is increasing without proper regarding increasing use of contribution of bot in generated
(2023) in both academia & citation & ChatGPT in academia & content without granting it authorship.
medical. attribution. medicine. Growing Additionally, it is essential to be
popularity of this tool raises mindful of several types of plagiarism
essential considerations & and biases that may be present in
potential implications that output produced by bot.
need to be addressed.
Anderson Tests ability of AI to ChatGPT: Writing Considering potential Tools like ChatGPT for generating
et al. (2023) produce two tool or plagiarism impact of falsified natural conversational text in SEM
academic papers & without attribution. references on scientific manuscripts are worth monitoring.
an essay. integrity, we must remain However, addressing ethics, equity,
vigilant & safeguard our accuracy, & detection concerns is
intellectual property within essential, as these factors pose
field of SEM. BOSEM, potential threats to scientific integrity.
scientific publishing It is necessary to carefully consider
companies, & academic implications & risks associated with
organizations should be using such tools to ensure that
aware of this threat & may scientific research maintains ambitious
need to explore innovative standards of integrity & credibility.
protection measures
moving forward.
Bom (2023) Investigates pros, ChatGPT: Writing It is author’s responsibility By paraphrasing, ChatGPT helps to
cons, & issues of tool or plagiarism to ensure no issues with prevent plagiarism; hence author
using ChatGPT in without attribution. plagiarism happen. It may promotes its use in this context. A
academic writing. be deemed plagiarism to checklist, however, can assist authors
use AI-generated writing in understanding need for responsible
without providing correct content assessment & editing.
citations. Reviewers should use LLMs carefully &
be aware of potential problems.
Cotton et This essay analyses Using ChatGPT It acknowledges the It’s conclusion suggests that
al. (2023) possible benefits & without proper challenges associated with integrating AI into higher education
drawbacks of citation & detecting & preventing offers advantages & disadvantages.
adopting ChatGPT in attribution. academic dishonesty using However, universities can successfully
higher education & AI tools like ChatGPT. It tackle these concerns by adopting a
opportunities & proposes strategies proactive & ethical approach towards
difficulties universities can implement using these tools.
associated with to ensure these tools’
doing so. ethical & responsible use.
Dergaa et Investigating ChatGPT as a tool It raises concerns regarding It discovered that ChatGPT and similar
al. (2023) potential that can aid in authenticity & credibility of NLP technologies hold promise in
advantages & writing process. academic work when improving academic writing and
disadvantages of utilizing these tools. It research efficiency. However, the study
ChatGPT & other emphasizes necessity of emphasizes the need for academics to
NLP technologies in engaging in comprehensive approach their usage cautiously and
academic writing & discussions regarding their maintain transparency. It underscores
research potential applications, the significance of human intelligence
publications; associated threats, & and critical thinking in academic
highlighting moral limitations. It underscores endeavors, emphasizing that these
issues associated importance of upholding tools should complement and not
with using these ethical & academic replace these essential aspects of
tools; & considering principles, prioritizing scholarly work.
potential effects on human intelligence & critical
veracity & credibility thinking throughout
of academic work. research process. It
emphasizes need for
thorough deliberations &
ethical considerations
surrounding use of tools.


Editorial Write a brief ChatGPT: Writing Participating in the iterative While ChatGPT can serve as a valuable
(2023) editorial arguing tool or plagiarism and collaborative process is tool for generating ideas & initial drafts
against using without attribution crucial for producing of text, relying solely on it for writing
ChatGPT for scientific manuscripts of academic scientific manuscripts
composing high quality. intended for publication is not
academic scientific advisable. Intricate & nuanced nature
publications that will of scientific research demands
be published. expertise & involvement of human
researchers. Human researchers play
a vital role in ensuring scientific claims
& findings’ accuracy, validity, &
reliability. They possess necessary
domain knowledge, critical thinking
abilities, & contextual understanding
to evaluate & refine content generated
by ChatGPT, ensuring that it meets
rigorous standards of scientific
scholarship. Thus, while ChatGPT can
assist in writing process, it is essential
to involve human researchers to
uphold integrity & quality of scientific
manuscripts.
Frye (2022) Impact of ChatGPT ChatGPT as a tool There is growing concern The concerns surrounding the use of
on academic that can aid in the among educators that AI text generators may be unfounded.
integrity. writing process. widespread use of AI text If students can effectively respond to
generators, such as questions using these tools, it could
ChatGPT, will pose imply that the questions lack depth.
significant challenges in Similarly, if an AI text generator can
distinguishing between rival the quality of scholarship, it may
texts generated by students suggest that the original thinking
& those generated by AI. behind the scholarship is superficial.
This uncertainty raises
important questions about
academic integrity & ability
to assess student work
accurately.
Gao et al. Tests ChatGPT’s ChatGPT: Writing The ethical and acceptable According to reviewers, distinguishing
(2023) ability to provide tool or plagiarism use of large language between AI-generated & human-
compelling abstracts without attribution. models in scientific writing written abstracts was surprisingly
for medical is an ongoing topic of challenging. But they noted that the
research. discussion, and there is suspected generated abstracts tended
variability in the policies to be vaguer and more formulaic. It
adopted by different was observed that ChatGPT could
journals and conferences. produce scientifically believable
The boundaries and abstracts, albeit with generated data.
guidelines for using these Depending on the guidelines set by
models are still being publishers, AI output detectors could
explored and defined within be used as an editorial tool to assist in
the academic community. upholding scientific standards.
Khalil and This study tries to Using ChatGPT It highlights importance of The findings demonstrate that
Er (2023) investigate how without proper institutions taking proactive ChatGPT can generate complex and
original ChatGPT’s citation and steps to address potential sophisticated text outputs, evading
contents are. attribution. plagiarism concerns and detection from plagiarism-checking
guides navigating the software. ChatGPT can generate
ongoing discussion content across various subjects with a
regarding the influence of AI high level of originality, mimicking the
technology on education. work of a human author.

Jarrah et al.

Kumar et The following ChatGPT: Writing Although ChatGPT has Although ChatGPT has considerable
al. (2023) random query topic tool or plagiarism limitations, it holds limitations, it has excellent potential as
was chosen to test without attribution. significant potential as a a training and upskilling resource for
ChatGPT’s capacity resource for training & academic writing. If appropriately used
for academic upskilling in academic under academic mentoring, it can
writing, and the writing. ChatGPT can enhance biological intelligence rather
response returned augment human than replace it.
was recorded in a intelligence rather than
Word file. supplant it when used
appropriately & under
academic mentors’ advice.
By leveraging its capabilities
in generating text &
providing language
suggestions, ChatGPT can
assist individuals in
improving their writing
skills, exploring different
writing styles, & expanding
their understanding of
academic discourse. Key lies
in integrating ChatGPT as a
tool within a structured &
supervised learning
environment, where human
expertise & critical thinking
are paramount. This way,
ChatGPT can be harnessed
to enhance individuals’
learning & writing
experiences, contributing to
their growth & development
in field of their learning &
writing experiences,
contributing to their growth
& development in academic
writing.
Macdonald Show how ChatGPT ChatGPT as a tool The study raised significant Scientists face a challenge where
et al. (2023) could facilitate that can aid in the inquiries regarding research papers can successfully
faster paper drafting writing process. authorship and the ethics of evade plagiarism detection tools,
for scholars. publication. displaying a 100% originality score.
Consequently, it becomes increasingly
difficult for researchers to determine
whether an abstract is original work of
their colleagues or if ChatGPT has
generated it.
Mijwil et al. It examines how ChatGPT: Writing Detecting violations of The article reveals that incorporating
(2023) artificial intelligence tool or plagiarism academic writing poses a artificial intelligence applications in
tools & approaches without attribution significant challenge due to academic research can raise ethical
are used in the limited availability of concerns about academic integrity.
academic research technologies capable of
& what that could identifying such infractions.
mean for academic
integrity. It will pay
attention to
ChatGPT’s methods
for producing
scientific research in
setting of academic
integrity.


Application & Risk, concerns, & limitation of Suggested action &
benefit ChatGPT conclusions
Okaibedi An outline of the Using ChatGPT To effectively mitigate risks to While technologies like ChatGPT can
(2023) current debates without proper academic integrity & revolutionize academia, their usage
surrounding ChatGPT, citation and maximize its preservation, it is can also threaten academic integrity.
and academic attribution. necessary to involve How ChatGPT and other generative AI
integrity is given in institutional & multiple systems are used can undermine
this study. stakeholders in concerted academic integrity.
efforts.
Perkins Examines the ethical ChatGPT: Writing Considering the potential Determination of whether students’
(2023) issues raised by tool or threats to academic integrity use of AI tools constitutes plagiarism,
students using plagiarism discussed in the paper, we or a breach of academic integrity is not
ChatGPT and other AI without anticipate an integration of solely since they are using such tools.
applications that use attribution. LLMs and other AI-supported Instead, it depends on whether
large language digital tools into educational students acknowledge & disclose their
models (LLMs) in settings. Consequently, it use of these tools. Whether a specific
formal exams. becomes imperative for use of LLMs by students can be
higher education institutions categorized as academic misconduct is
to carefully consider the determined by academic integrity
implications of this integration policies of each higher education
in their future policy institution. Policies & guidelines set by
development. each institution play a crucial role in
defining what constitutes appropriate
& ethical use of AI tools in academic
work. Students must familiarize
themselves with their institution’s
policies & adhere to them to maintain
academic integrity.
Salvagno et In this essay, artificial ChatGPT as a Using these tools raises ChatGPT, including other similar tools,
al. (2023) intelligence chatbots tool that can aid various ethical concerns, demonstrates its usefulness in
are discussed in the writing including potential for scientific writing by aiding researchers
concerning scientific process. plagiarism, inaccuracies, & and scientists in organizing material,
writing. unequal accessibility between generating initial drafts, and
high- & low-income countries proofreading. However, ChatGPT
if software becomes paid. should not substitute for human
Consequently, there is a judgment. The output generated by
growing need for a consensus ChatGPT should always undergo a
on how to regulate use of thorough review by experts before
chatbots in scientific writing to being used in critical decision-making
address these issues or real-world applications.
effectively.
Tatzel and Artificial intelligence ChatGPT as a Institutions should not hastily AI’s rapid advancement brings new
Mael (2023) chatbots are tool that can aid prohibit the use of AI but opportunities for discoveries & allows
discussed in relation in the writing instead strive to understand, students to showcase their creativity in
to scientific writing. process. adopt, and regulate its novel ways. It is a powerful tool that,
utilization. By doing so, they when used correctly, has the potential
can regain control over to enhance learning experiences. But it
academic dishonesty while is essential to emphasize the need for
enhancing their students’ reliable and proper use of artificial
educational experiences. intelligence to ensure its positive
impact on education and address any
associated challenges effectively.
Tomlinson Presents a ChatGPT as a By adhering to the Integration of AI into scholarly writing
et al. (2023) perspective on how tool that can aid recommended guidelines for activities is deemed appropriate. To
academics could in the writing standard practices, academics establish solid legal & scholarly
approach writing in process. and researchers can employ foundations for this integration, we
conjunction with AI & AI-assisted writing tools propose a framework that provides
provides methods for responsibly and lawfully, guidance & ensures ethical practices
determining if such AI thereby safeguarding the are upheld. This framework aims to
writing violates quality and credibility of their promote responsible usage of AI in
copyright work. scholarly writing while considering

Jarrah et al.

Application & Risk, concerns, & limitation of Suggested action &
benefit ChatGPT conclusions
or is protected by legal implications and maintaining
fair use safe harbor. academic integrity.
Wen and Showcase the Using ChatGPT The increasing utilization of Thoroughly assessing the potential
Wang influence of without proper ChatGPT has generated effects of ChatGPT on academic
(2023) ChatGPT on citation and significant discussions within clinical and translational medicine
academic clinical attribution. the scientific community, research is of utmost importance.
and translational raising ethical concerns Conducting a critical evaluation of
medical research. regarding the use of AI in ChatGPT’s impact will provide
generating scientific valuable insights into its implications
publications with potential for academic clinical and translational
implications for healthcare medicine research.
professionals, researchers,
and policymakers.
Yan (2023) The study aimed to ChatGPT as a tool Participants in the study The study’s findings highlighted the
assess how the text that can aid in the voiced their apprehension usefulness and potential application
generation function writing process. about the risks to academic of the tool in L2 writing pedagogy.
of ChatGPT affected integrity and equitable Moreover, the tool demonstrated an
a one-week L2 education associated with the automated workflow that could
writing practicum. It tool. The research enhance the efficiency of the writing
investigated how underscored the need to process.
ChatGPT affected redefine plagiarism in the
students’ modern era and establish
performance in L2 regulations and educational
writing. guidance to govern its
appropriate use. The study
emphasized the significance
of addressing these concerns
and implementing
frameworks to ensure the
responsible use of the tool.
Figure 3 provides valuable insights into the distribution of articles across countries. The total number of
articles per country in Figure 3 exceeds 20, corresponding to the total number of selected articles. This
observation suggests the involvement of authors affiliated with organizations having locations in multiple
nations.
A notable observation is that most of the selected publications were either published or co-written by
academics from American universities, indicating a significant American contribution to the research.
European universities also exhibited a robust research output, accounting for the highest number of articles
(nine articles) among all regions. In terms of regional contributions, Asian universities contributed three
articles, while American universities contributed seven articles. Furthermore, universities from Africa and
Australia each contributed 1 article, totaling five articles.
These findings emphasize the distribution of research articles among different regions, with prominent
participation from American and European institutions. For a comprehensive understanding of countries and
institutions involved in the research, referring to the original Figure 3 and corresponding articles is suggested.
Impact of Artificial Intelligence on Promoting Academic Integrity

Figure 4 provides information on the number of articles related to the impact of AI in promoting academic
integrity based on the articles included in this study. The total number of articles in Figure 4 is 20,
corresponding to the number of selected articles.
Among the selected articles, a significant majority (eight articles) highlight ChatGPT as a tool that can aid
in the writing process, emphasizing its positive role. However, a smaller number of articles (seven articles)
indicate concerns regarding ChatGPT being used as a writing tool or as a potential source of plagiarism
without proper attribution. Additionally, a subset of articles (five articles) emphasizes the importance of using
ChatGPT with appropriate citation and attribution (Figure 4).

Figure 3. Number of articles per country (Source: Authors)
Figure 4. Impact of artificial intelligence in promoting academic integrity (Source: Authors)
DISCUSSION
This study’s main objective is to conduct a comprehensive literature review on using ChatGPT in academic
writing and its implications regarding plagiarism. The research investigation revealed three critical dimensions
related to this topic. Firstly, ChatGPT is a tool that can enhance the writing process. Secondly, the use of
ChatGPT without proper citation and attribution. Lastly, the potential concern of ChatGPT being used as a
writing tool leads to plagiarism without appropriate attribution.
ChatGPT as a Tool That Can Aid in Writing Process

Among the selected articles, a significant majority (eight articles) highlight ChatGPT as a tool that can aid
in the writing process, emphasizing its positive role. Among the selected articles, most of eight studies
emphasize the beneficial role of ChatGPT as a tool for supporting the writing process. These findings highlight
numerous benefits of using ChatGPT, such as increased productivity, improved language quality, and access
to accurate information. The studies present ChatGPT’s ability to assist authors by providing prompt and
grammatically correct content. Consequently, these findings suggest that ChatGPT can be a valuable tool for
academic writers, facilitating enhanced writing practices and outcomes (Vijayakumar, 2023).
Numerous research has shown that ChatGPT is a helpful tool that can help with the writing process.
Studies have shown that ChatGPT is a helpful tool that can help with writing. These studies highlight the
potential advantages of ChatGPT for increasing productivity, enhancing language quality, and delivering
precise information. They underline how ChatGPT may help authors by producing grammatically correct
content quickly. These research results imply utilizing using ChatGPT’s features, writers can improve their
writing processes and create content of a higher quality (Alkaissi & McFarlane, 2023; Dergaa et al., 2023; Frye,
2022; Macdonald et al., 2023; Salvagno et al., 2023; Tatzel & Mael, 2023; Tomlinson et al., 2023; Yan, 2023).

Jarrah et al.
Using ChatGPT Without Appropriate Citation and Attribution

Among the selected subset of research articles, five publications emphasize the significance of using
ChatGPT in conjunction with proper citation and attribution practices. These studies stress the importance of
recognizing ChatGPT as a writing tool and giving appropriate credit to the AI-generated content. They highlight
the necessity for authors to conscientiously cite the sources provided by ChatGPT and attribute the tool’s
contributions to their writing. By emphasizing the value of accurate citation and attribution, these articles
promote the ethical and responsible utilization of ChatGPT in academic writing (Alser &Waisberg, 2023;
Herbst-Debby et al., 2023; Khalil & Er, 2023; Okaibedi, 2023; Wen & Wang, 2023).
The articles highlight the risk of plagiarism that arises when authors fail to acknowledge the contribution
of ChatGPT to their writing. They emphasize giving proper attribution to ChatGPT as an AI tool and recognizing
its role in the writing process. By not citing ChatGPT as a source and relying solely on its generated content,
there is a concern that authors may inadvertently pass off the AI-generated text as their own. This lack of
proper citation and attribution undermines academic integrity and violates ethical writing practices.
The studies underscore the importance of authors being diligent and thorough in citing the sources
generated by ChatGPT. They highlight the significance of incorporating AI-generated content following
established academic conventions. It is crucial to adhere to these conventions to ensure proper credit is given
and acknowledge ChatGPT for its valuable contribution to the writing process (Zheng et al., 2023).
By examining the concerns related to the improper use of ChatGPT without appropriate citation and
attribution, these articles provide valuable insights into the ethical considerations that researchers and writers
need to consider when incorporating AI tools into their academic work. They serve as a reminder of the utmost
significance of practicing responsible and ethical writing to uphold academic integrity and adhere to the
fundamental principles of scholarship.
ChatGPT: Writing Tool or Plagiarism Without Attribution

A smaller subset of articles, consisting of seven publications, raise concerns regarding using ChatGPT as a
writing tool and its potential for facilitating plagiarism without proper attribution. These studies highlight the
need for caution when using ChatGPT, as students or writers can misuse or abuse it or fail to provide
appropriate attribution for the AI-generated content. The articles’ authors express concerns about the ethical
implications of relying solely on ChatGPT for writing tasks and stress the importance of maintaining academic
integrity by ensuring proper citation and attribution practices. The findings of these studies caution against
the potential misuse of ChatGPT and emphasize the responsibility of authors to use the tool ethically and
responsibly (Anderson et al., 2023; Bom, 2023; Editorial, 2023; Gao et al., 2023; Kumar, 2023; Mijwil et al.,
2023; Perkins, 2023).
The studies included in this research highlight the risk of plagiarism that arises when authors rely solely
on ChatGPT’s generated content without acknowledging its role in the writing process. They emphasize that
using ChatGPT as a writing tool without proper attribution can lead to ethical issues and violations of academic
integrity. The studies also underscore the importance of distinguishing between original content and AI-
generated text. They stress the need for authors to correctly attribute ChatGPT’s involvement by citing it as a
source in their work. Failure to provide attribution can result in unintentional plagiarism, where the AI-
generated content is presented as the author’s own.
By raising concerns about using ChatGPT as a writing tool without proper attribution, these studies serve
as a reminder of the ethical responsibilities of authors. They encourage writers to be mindful of giving credit
to ChatGPT for its contributions and to follow established citation and attribution practices to avoid potential
instances of following established citation and attribution practices to avoid plagiarism.
Limitations and Implications

Using ChatGPT, an advanced language model, in various domains, including academic writing, raises
significant considerations and implications. This section discusses the limitations and potential consequences
associated with using ChatGPT, highlighting the need for responsible and ethical usage.
One key concern is the potential for plagiarism and the need for proper citation and attribution when
incorporating AI-generated content. The reliance on ChatGPT without acknowledging its role can lead to

ethical issues and violations of academic integrity. Authors must be cautious and diligent in distinguishing
between their original work and AI-generated text to ensure appropriate credit is given. To avoid plagiarism,
authors must always distinguish between the original work and AI-generated text and provide appropriate
credit for AI contributions.
The authenticity and credibility of academic work may be questioned when using AI tools like ChatGPT.
One of the primary concerns is the potential for inaccuracies in AI-generated content. While AI language
models like ChatGPT have shown remarkable proficiency in generating human-like text, they are fallible and
may occasionally produce erroneous or misleading information. To address this issue, researchers and
academic institutions must conduct thorough discussions on the limitations of AI and its implications for
academic writing. These discussions should involve AI experts, educators, researchers, and stakeholders to
gain diverse perspectives and insights. Establishing guidelines and regulations to address potential
inaccuracies and maintain stringent scientific standards is crucial. Adapting policies and procedures for
evaluating scientific manuscripts can help uphold the integrity of research outputs.
The use of AI in academic writing poses challenges in detecting violations of academic integrity. Limited
technologies are available for identifying infractions, making it essential to develop advanced detection
methods to ensure the credibility of scholarly publications. Integrating ChatGPT and similar AI-supported
tools into educational settings requires careful consideration. Institutions must understand, adopt, and
regulate their utilization to regain control over academic dishonesty and enhance students’ educational
experiences. Policies should be developed to address AI integration’s implications and guide its responsible
use in learning environments. By actively developing advanced detection methods and adopting policies that
address potential implications, academic institutions can safeguard scholarly publications’ credibility while
embracing the benefits of AI-supported tools in education and research. Some detection methods are
automated plagiarism detection, AI pattern recognition, AI-driven contextual analysis, educational programs
on academic integrity, and encouraging responsible AI development. Responsible AI integration and
continuous monitoring will be vital to maintaining the trust and integrity of academic work.
The accessibility and availability of AI tools like ChatGPT may vary across regions and income levels. The
digital divide and inadequate technological infrastructure pose significant barriers to AI tool accessibility,
hindering students and by Utilizing AI-powered resources like ChatGPT. Advocacy efforts should focus on
bridging this divide and promoting affordable AI services to ensure cost does not limit access. Addressing
language and cultural representation is also essential, as AI models developed with limited data may exhibit
biases for diverse users. User-friendly interfaces, inclusive AI education, public initiatives, data privacy,
community outreach, research on AI for social good, and collective responsibility are crucial to promoting
equity and inclusivity in AI tool access. Addressing these inequalities and ensuring equitable access to AI
technologies is crucial to promote fairness and inclusivity in education.
While ChatGPT can assist individuals in improving their writing skills and exploring different writing styles,
it should be integrated as a tool within a structured and supervised learning environment. Human expertise,
critical thinking, and mentorship are vital in maximizing the benefits of ChatGPT and guiding its appropriate
use. Learners can complement their writing abilities with AI suggestions while avoiding over-reliance.
Supervision helps learners understand AI limitations, develop analytical skills, and use AI responsibly,
fostering originality and confidence. Educators are crucial in providing feedback, promoting ethics, and
encouraging learners to exercise their creativity alongside AI assistance.
As AI technologies advance, the academic community must engage in ongoing discussions and establish
consensus on regulations and guidelines for using AI, including ChatGPT, in scientific writing. This proactive
approach addresses ethical considerations, AI limitations, and responsible AI development to ensure
accountable and ethical usage in research. Collaboration between disciplines and educational institutions will
help navigate the evolving AI landscape while upholding research integrity and balancing AI assistance and
human input. The goal is to anticipate and tackle emerging challenges associated with AI technologies,
fostering a responsible and informed approach to AI integration in scientific writing.
While ChatGPT offers significant potential in academic writing, its limitations and implications must be
carefully considered. Maintaining academic integrity, addressing ethical concerns, detecting violations,

Jarrah et al.
promoting equity, and integrating AI tools responsibly are essential aspects of leveraging the benefits of
ChatGPT while upholding the principles of scholarly writing and education.
Guidelines for Users of ChatGPT in Academic Writing

ChatGPT and other AI language models offer significant potential for academic writing, but their usage
must be approached responsibly. The following guidelines may help authors and educators harness the
benefits of AI while upholding the principles of scholarly writing, academic integrity, and ethical use of
technology in education.
Guidelines for users of ChatGPT in academic writing:
• Proofreading and editing: Even though ChatGPT can assist in generating content, it is essential to
proofread and edit the AI-generated text thoroughly. While the language model can provide a
foundation, it may not always produce error-free or contextually accurate content. Authors should take
responsibility for the final quality and coherence of their work.
• Transparent use of AI assistance: When submitting academic work involving ChatGPT, authors
should transparently disclose the extent of AI assistance in the writing process. This disclosure can help
readers and reviewers understand the AI tool’s contribution and the author’s original input.
• Verifying information: While ChatGPT can generate content based on the input provided, verifying
the accuracy and credibility of the information obtained from AI-generated sources is crucial. Authors
should cross-check AI-generated facts and data with reliable academic resources before including
them.
• Combining multiple AI inputs: Avoid relying solely on a single AI tool for content generation. Instead,
consider using multiple AI models or sources to validate and diversify the generated content. This
approach can enhance the quality and reliability of the output.
• Understanding AI limitations: Be aware of the limitations of ChatGPT and other AI language models.
Recognize that AI is not a substitute for human expertise, critical thinking, or domain-specific
knowledge. Authors should contribute their insights and analysis to augment the AI-generated content.
• Secure data handling: If AI-generated content involves sensitive data, authors must handle it
cautiously and ensure data privacy and security measures are in place. Compliance with relevant data
protection regulations is essential.
• Ethical considerations in training data: When creating custom AI models or fine-tuning ChatGPT, be
mindful of the data used for training. Ensure that the data is ethically sourced, does not perpetuate
biases, and adheres to the principles of responsible AI development.
• Responsible AI model sharing: If authors train and share custom AI models based on ChatGPT, they
should ensure that others use these models ethically and responsibly. Encourage users to be aware of
the guidelines and limitations of the AI models they access.
• Continuous learning and adaptation: As AI technology evolves, keep informed about the latest
advancements and best practices in AI use in academic writing. Stay adaptable and open to
incorporating new guidelines to ensure AI tools’ responsible and effective use.
CONCLUSIONS
The primary objective of this study was to conduct a literature review on using ChatGPT in academic writing
and its implications regarding plagiarism. Our evaluation revealed that while ChatGPT falls short of producing
academic writing that meets the required academic journal publication standards, it excels in providing fast
information with excellent language proficiency, primarily free of grammatical errors. We employed ChatGPT
as an aid in the writing process of this article, which was subsequently revised and edited to meet academic
criteria.
As the academic community continues to explore the use of AI technologies in scholarly writing, it is
essential to delve deeper into the nuances and challenges of incorporating tools like ChatGPT. While the
language model offers convenience and proficiency in generating content, researchers must remain vigilant

about the potential pitfalls and implications that may arise. Maintaining academic integrity and avoiding
plagiarism is paramount, and authors must be diligent in distinguishing between their original work and AI-
generated text. Emphasizing the importance of responsible and ethical use of ChatGPT in academic writing is
vital in academia.
Another significant challenge is the issue of bias. AI models like ChatGPT are trained on vast datasets,
which may inadvertently contain biased information from various sources. Researchers should be cautious
of perpetuating biases and stereotypes when using AI-generated content. An ongoing discussion within the
academic community can help identify and address these biases, ensuring that AI tools contribute to inclusive
and diverse research outputs. Another consideration is the impact of AI on the peer review process. As
researchers increasingly rely on AI assistance in generating content, peer reviewers must adapt their
evaluation processes to assess the integration of AI-generated text and its alignment with the overall context
of the manuscript. Guidelines and best practices for reviewing AI-augmented research can be collaboratively
developed through discussions, ensuring the integrity of the peer review process.
Educational institutions play a vital role in embracing and regulating the use of AI in academic settings.
Collaboration between AI developers, researchers, educators, and policymakers is vital for shaping the future
of AI in scholarly writing. By working together, stakeholders can comprehensively address the challenges and
opportunities of AI integration. Through interdisciplinary collaborations, researchers from various domains
can share insights and contribute to the collective understanding of AI’s implications for academic writing.
Furthermore, public-private partnerships can play a significant role in promoting equitable access to AI
technologies. Governments, non-profit organizations, and AI developers can collaborate to offer subsidized
or free AI tools to educational institutions and researchers in underserved regions. Initiatives focusing on
bridging the digital divide and providing equal access to AI resources will contribute to leveling the playing
field for all researchers.
By carefully considering the implications, implementing appropriate policies, and fostering mentorship
and collaboration, institutions can empower students while safeguarding against academic dishonesty. Equity
and accessibility issues must also be addressed to ensure that AI tools are accessible to all, regardless of
geographical location or income level. By promoting inclusivity and equal opportunities, AI’s potential benefits
can be harnessed fairly and equitably.
Looking ahead, the future implications of AI language models in academic settings are both promising
and challenging. As AI technology continues to advance, AI language models like ChatGPT have the potential
to revolutionize how research is conducted and scholarly communication is facilitated.
On the positive side, AI language models can significantly enhance the efficiency of academic writing and
research. Researchers can use AI to explore ideas, generate drafts, and gather information quickly. This
expedites writing and allows researchers to focus on higher-order thinking tasks. Additionally, AI language
models may democratize academic writing by making writing tools accessible to researchers with diverse
linguistic backgrounds and skill levels. AI-generated translations and language support can break down
language barriers, enabling global collaboration in research and promoting inclusivity in academia.
However, these advancements also come with challenges and potential risks. Using AI language models
may raise concerns about intellectual property and copyright issues. Researchers must be cautious about
using AI-generated content without proper attribution and consider the implications of AI-to-AI plagiarism.
Furthermore, the influence of AI on academic authorship is a topic of ongoing discussion. As AI tools
contribute to content creation, questions may arise about the role of human authors and how to define
authorship in AI-augmented research. Addressing these issues requires a collective effort from the academic
community to establish guidelines and best practices for acknowledging AI contributions.
Author contributions: All authors were involved in concept, design, collection of data, interpretation, writing, and
critically revising the article. All authors approved the final version of the article.
Funding: The authors received no financial support for the research and/or authorship of this article.
Ethics declaration: Authors declared that ethical approval was not applicable since this is a review article that does
not involve human subjects or animal experiments.
Declaration of interest: Authors declare no competing interest.
Data availability: Data generated or analyzed during this study are available from the authors on request.

Jarrah et al.
REFERENCES
Alkaissi, H., & McFarlane, S. I. (2023). Artificial hallucinations in ChatGPT: Implications in scientific writing.
Cureus, 15(2), e35179. https://doi.org/10.7759/cureus.35179
Alneyadi, S., & Wardat, Y. (2023). ChatGPT: Revolutionizing student achievement in the electronic magnetism
unit for eleventh-grade students in Emirates schools. Contemporary Educational Technology, 15(4), ep448.
https://doi.org/10.30935/cedtech/13417
Alser, M., & Waisberg, E. (2023). Concerns with the usage of ChatGPT in academia and medicine: A viewpoint.
American Journal of Medicine Open, 9, 100036. https://doi.org/10.1016/j.ajmo.2023.100036
Anderson, N., Belavy, D. L., Perle, S. M., Hendricks, S., Hespanhol, L., Verhagen, E., & Memon, A. R. (2023). AI
did not write this manuscript, or did it? Can we trick the AI text detector into generated texts? The
potential future of ChatGPT and AI in sports & exercise medicine manuscript generation. BMJ Open Sport
& Exercise Medicine, 9(1), e001568. https://doi.org/10.1136/bmjsem-2023-001568
Andrews, S., Bare, L., Bentley, P., Goedegebuure, L., Pugsley, C., & Rance, B. (2016). Contingent academic
employment in Australian universities. LH Martin Institute. http://hdl.voced.edu.au/10707/404396
Bayne, S. (2018). Teacherbot: Interventions in automated teaching. Apertura, 10(2), 140-154.
https://doi.org/10.32870/ap.v10n2.1342
Bender, E. M., Gebru, T., McMillan-Major, A., & Shmitchell, S. (2021). On the dangers of stochastic parrots: Can
language models be too big? In Proceedings of the 2021 ACM Conference on Fairness, Accountability, and
Transparency (pp. 610-623). https://doi.org/10.1145/3442188.3445922
Bom, H. S. H. (2023). Exploring the opportunities and challenges of ChatGPT in academic writing: A roundtable
discussion. Nuclear Medicine and Molecular Imaging, 57, 165-167. https://doi.org/10.1007/s13139-023-
00809-2
Cao, Y., Li, S., Liu, Y., Yan, Z., Dai, Y., Yu, P. S., & Sun, L. (2023). A comprehensive survey of AI-generated content
(AIGC): A history of generative AI from GAN to ChatGPT. arXiv, 2303, 04226.
https://doi.org/10.48550/arXiv.2303.04226
Carrera-Rivera, A., Ochoa, W., Larrinaga, F., & Lasa, G. (2022). How-to conduct a systematic literature review:
A quick guide for computer science research. MethodsX, 9, 101895.
https://doi.org/10.1016/j.mex.2022.101895
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264-75278.
https://doi.org/10.1109/ACCESS.2020.2988510.
Chen, X., Wang, Y., Nakanishi, M., Gao, X., Jung, T.-P., & Gao, S. (2015). High-speed spelling with a noninvasive
brain-computer interface. Proceedings of the National Academy of Sciences, 112(44), E6058-E6067.
https://doi.org/10.1073/pnas.1508080112
Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the
era of ChatGPT. Innovations in Education and Teaching International.
https://doi.org/10.1080/14703297.2023.2190148
David, E. (2023). Pausing AI might be a good idea, but companies won’t do it. Business Insider.
https://www.businessinsider.com/openai-elon-musk-pause-development-letter-never-happen-2023-4
De Lange, C. (2015). Welcome to the bionic dawn. New Scientist, 227(3032), 24-25.
https://doi.org/10.1016/s0262-4079(15)30881-2
Dergaa, I., Chamari, K., Zmijewski, P., & Ben Saad, H. (2023). From human writing to artificial intelligence
generated text: examining the prospects and potential threats of ChatGPT in academic writing. Biology
of Sport, 40(2), 615-622. https://doi.org/10.5114/biolsport.2023.125623
Editorial. (2023). Why ChatGPT should not be used to write academic scientific manuscripts for publication.
Annals of Family Medicine, 2958. https://doi.org/10.1370/afm.2982
Frye, B. L. (2022). Should using an AI text generator to produce academic writing be plagiarism? Fordham
Intellectual Property, Media & Entertainment Law Journal, 947.
Gao, C. A., Howard, F. M., Markov, N. S., Dyer, E. C., Ramesh, S., Luo, Y., & Pearson, A. T. (2023). Comparing
scientific abstracts generated by ChatGPT to real abstracts with detectors and blinded human reviewers.
npj Digital Medicine, 6, 75. https://doi.org/10.1038/s41746-023-00819-6

Gavilán, J. C. O., Díaz, D. Z., Huallpa, J. J., Cabala, J. L. B., Aguila, O. E. P., Puma, E. G. M., Vasquez-Pauca, M. J.,
Mansilla, E. B. R., Laura, P. A. S., & Hoces, W. B. (2022). Technological social responsibility in university
professors. Eurasian Journal of Educational Research, 100(100), 104-118.
Gough, D., Oliver, S., & Thomas, J. (2017). An introduction to systematic reviews. SAGE.
Herbst-Debby, A., Kaplan, A., Endeweld, M., & Achouche, N. (2023). Adolescent employment, family income
and parental divorce. Research in Social Stratification and Mobility, 84, 100772.
https://doi.org/10.1016/j.rssm.2023.100772
Holland, M. (2023). Responsible AI helps reduce ethical, legal risks. techtarget.com. https://www.techtarget.
com/searchcio/news/366536672/Responsible-AI-helps-reduce-ethical-legal-risks
Johnson, A. (2023). ChatGPT in schools: Here’s where it’s banned–And how it could potentially help students.
Forbes. https://www.forbes.com/sites/ariannajohnson/2023/01/18/chatgpt-in-schools-heres-where-its-
banned-and-how-it-could-potentially-help-students/?sh=443643686e2c
Khalil, M., & Er, E. (2023). Will ChatGPT get you caught? Rethinking of plagiarism detection. ArXiv, 2302, 04335.
https://doi.org/10.35542/osf.io/fnh48
Kim, J. (2018). Are the professions (disciplines?) of educational developer and learning designer merging? Or
not? Inside Higher Ed. https://www.insidehighered.com/digital-learning/blogs/technology-and-learning/
are-professions-disciplines-educational-eveloper
Kübler, A., Holz, E. M., Sellers, E. W., & Vaughan, T. M. (2015). Toward independent home use of brain-computer
interfaces: A decision algorithm for selection of potential end-users. Archives of Physical Medicine and
Rehabilitation, 96(3), S27-S32. https://doi.org/10.1016/j.apmr.2014.03.036
Kumar, A. (2023). Analysis of ChatGPT tool to assess the potential of its utility for academic writing in
biomedical domain. Biology, Engineering, Medicine and Science Reports, 9(1), 24-30.
https://doi.org/10.5530/bems.9.1.5
Macdonald, C., Adeloye, D., Sheikh, A., & Rudan, I. (2023). Can ChatGPT draft a research article? An example
of population-level vaccine effectiveness analysis. Journal of Global Health, 13.
https://doi.org/10.7189/jogh.13.01003
Mansilla, E. B. R., Castillo-Acobo, R. Y., Puma, E. G. M., Maquera, Y. M., Gonzales, J. L. A., & Vasquez-Pauca, M.
M. J. (2022). Stress in university teachers in the framework of the post-pandemic face-to-face. Journal of
Namibian Studies, 33(S1), 71-85.
McCarthy, J. (2007). From here to human-level AI. Artificial Intelligence, 171(18), 1174-1182.
https://doi.org/10.1016/j.artint.2007.10.009
McKinsey & Company. (2023). What is generative AI? https://www.mckinsey.com/featured-insights/mckinsey-
explainers/what-is-generative-ai#/
Mijwil, M. M., Hiran, K. K., Doshi, R., Dadhich, M., Al-Mistarehi, A.-H., & Bala, I. (2023). ChatGPT and the future
of academic integrity in the artificial intelligence era: A new frontier. Al-Salam Journal for Engineering and
Technology, 2(2), 116-127. https://doi.org/10.55145/ajest.2023.02.02.015
Moher, D. (2019). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement.
Annals of Internal Medicine, 151(4), 264. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
Nath, S., Marie, A., Ellershaw, S., Korot, E., & Keane, P. A. (2022). New meaning for NLP: The trials and
tribulations of natural language processing with GPT-3 in ophthalmology. British Journal of
Ophthalmology, 106(7), 889-892. https://doi.org/10.1136/bjophthalmol-2022-321141
Nicholas, D., Watkinson, A., Jamali, H. R., Herman, E., Tenopir, C., Volentine, R., Allard, S., & Levine, K. (2015).
Peer review: Still king in the digital age. Learned Publishing, 28(1), 15-21. https://doi.org/10.1087/
20150104
Niemimaa, M., & Zimmer, M. P. (2022). Are we discovering or making concepts? Performativity in concept
defining. In Proceedings of the Pacific Asia Conference on Information Systems (pp. 1-9).
Okaibedi, D. (2023). ChatGPT and the rise of generative AI: Threat to academic integrity? Journal of Responsible
Technology, 13, 100060. https://doi.org/10.1016/j.jrt.2023.100060
Perkins, M. (2023). Academic Integrity considerations of AI large language models in the post-pandemic era:
ChatGPT and beyond. Journal of University Teaching & Learning Practice, 20(2).
https://doi.org/10.53761/1.20.02.07
Qasem, F. (2023). ChatGPT in scientific and academic research: future fears and reassurances. Library Hi Tech
News, 40(3), 30-32. https://doi.org/10.1108/lhtn-03-2023-0043

Jarrah et al.
Rahman, M., Terano, H. J. R., Rahman, N., Salamzadeh, A., & Rahaman, S. (2023). ChatGPT and academic
research: A review and recommendations based on practical examples. Journal of Education,
Management and Development Studies, 3(1), 1-12. https://doi.org/10.52631/jemds.v3i1.175
Salvagno, M., Taccone, F. S., & Gerli, A. G. (2023). Can artificial intelligence help for scientific writing? Critical
Care, 27(1), 1-5. https://doi.org/10.1186/s13054-023-04380-2
Tatzel, A., & Mael, D. (2023). “Write a paper on AI plagiarism”: An analysis on ChatGPT and its impact on academic
dishonesty in higher education. https://www.lasell.edu/documents/Writing%20Program/2023%20
Winners/TatzelA%20100%20Level%20Winnter%202023.pdf.
Tomlinson, B., Torrance, A. W., & Black, R. W. (2023). ChatGPT and works scholarly: Best practices and legal
pitfalls in writing with AI. arXiv, 2305, 03722. https://doi.org/10.48550/arxiv.2305.03722
Vijayakumar, S. (2023). 13 best AI essay writing tools to get A grades in 2023. Business 2 Community.
https://www.business2community.com/ai/best-ai-essay-writer
Wardat, Y., Tashtoush, M. A., AlAli, R., & Jarrah, A. M. (2023). ChatGPT: A revolutionary tool for teaching and
learning mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2286.
https://doi.org/10.29333/ejmste/13272
Wen, J., & Wang, W. (2023). The future of ChatGPT in academic research and publishing: A commentary for
clinical and translational medicine. Clinical and Translational Medicine, 13(3), e1207.
https://doi.org/10.1002/ctm2.1207
Xu, Y., Liu, X., Cao, X., Huang, C., Liu, E., Qian, S., Liu, X., Wu, Y., Dong, F., Qiu, C.-W., Qiu, J., Hua, K., Su, W., Wu,
J., Xu, H., Han, Y., Fu, C., Yin, Z., Liu, M., … Zhang, J. (2021). Artificial intelligence: A powerful paradigm for
scientific research. The Innovation, 2, 100179. https://doi.org/10.1016/j.xinn.2021.100179
Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education
and Information Technologies. https://doi.org/10.1007/s10639-023-11742-4
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial
intelligence applications in higher education-where are the educators? International Journal of
Educational Technology in Higher Education, 1, 16-39. https://doi.org/10.1186/s41239-019-0171-0
Zheng, H., & Zhan, H. (2023). ChatGPT in scientific writing: A cautionary tale. The American Journal of Medicine,
136(8), 725-726. https://doi.org/10.1016/j.amjmed.2023.02.011


Inbound 27279780608000829

Uploaded by

Copyright:

Available Formats

Inbound 27279780608000829

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Inbound 27279780608000829

Uploaded by

Copyright:

Available Formats

Online Journal of Communication and Media Technologies, 2023, 13(4), e202346

OPEN ACCESS Research Article

Using ChatGPT in academic writing is (not) a form of

ARTICLE INFO ABSTRACT

Keywords: artificial Intelligence, ChatGPT, academic writing, academic integrity, plagiarism

2 / 20 Online Journal of Communication and Media Technologies, 13(4), e202346

Artificial Intelligence’s Contribution to Fostering Academic Integrity in Education

Online Journal of Communication and Media Technologies, 13(4), e202346 3 / 20

Using ChatGPT Without Proper Citation and Attribution

ChatGPT as a Writing Aid or Plagiarism Without Attribution?

4 / 20 Online Journal of Communication and Media Technologies, 13(4), e202346

Online Journal of Communication and Media Technologies, 13(4), e202346 5 / 20

Table 1. Original search criteria

Table 2. Inclusion & exclusion criteria

6 / 20 Online Journal of Communication and Media Technologies, 13(4), e202346

Figure 2. Flowchart of the study’s selection process (Source: Authors)

Table 3. Summary of main conclusions of the studies

Online Journal of Communication and Media Technologies, 13(4), e202346 7 / 20

Table 3 (Continued). Summary of main conclusions of the studies

8 / 20 Online Journal of Communication and Media Technologies, 13(4), e202346

Table 3 (Continued). Summary of main conclusions of the studies

Online Journal of Communication and Media Technologies, 13(4), e202346 9 / 20

Table 3 (Continued). Summary of main conclusions of the studies

10 / 20 Online Journal of Communication and Media Technologies, 13(4), e202346

Table 3 (Continued). Summary of main conclusions of the studies

Online Journal of Communication and Media Technologies, 13(4), e202346 11 / 20

Table 3 (Continued). Summary of main conclusions of the studies

Impact of Artificial Intelligence on Promoting Academic Integrity

12 / 20 Online Journal of Communication and Media Technologies, 13(4), e202346

Figure 3. Number of articles per country (Source: Authors)

Figure 4. Impact of artificial intelligence in promoting academic integrity (Source: Authors)

ChatGPT as a Tool That Can Aid in Writing Process

Online Journal of Communication and Media Technologies, 13(4), e202346 13 / 20

Using ChatGPT Without Appropriate Citation and Attribution

ChatGPT: Writing Tool or Plagiarism Without Attribution

Limitations and Implications

14 / 20 Online Journal of Communication and Media Technologies, 13(4), e202346

Online Journal of Communication and Media Technologies, 13(4), e202346 15 / 20

Guidelines for Users of ChatGPT in Academic Writing

16 / 20 Online Journal of Communication and Media Technologies, 13(4), e202346

Online Journal of Communication and Media Technologies, 13(4), e202346 17 / 20

18 / 20 Online Journal of Communication and Media Technologies, 13(4), e202346

Online Journal of Communication and Media Technologies, 13(4), e202346 19 / 20

20 / 20 Online Journal of Communication and Media Technologies, 13(4), e202346

You might also like