Detecting contract cheating through linguistic fingerprint

Abstract

AbstractContract cheating, the act of students enlisting others to complete academic assignments on their behalf, poses a significant challenge in academic settings, undermining the integrity of education and assessment. It involves submitting work that is falsely represented as the student’s own, thus violating academic standards and ethics. The advent of artificial intelligence-based language models, such as ChatGPT, has raised concerns about the potential impact of contract cheating. As these language models can generate human-like text with ease, there are concerns about their role in facilitating and increasing contract cheating incidents. Innovative approaches are thus needed to detect contract cheating and address its implications for academic integrity. This study introduces a machine learning (ML) model focused on identifying deviations from a learner’s unique writing style (or their linguistic fingerprint) to detect contract cheating, complementing traditional plagiarism detection methods. The study involved 150 learners majoring in engineering and business who were studying English as a foreign language at a college in Saudi Arabia. The participants were asked to produce descriptive essays in English within a consistent genre over one semester. The proposed approach involved data preprocessing, followed by transformation using Term Frequency-Inverse Document Frequency (TF-IDF). To address data imbalance, random oversampling was applied, and logistic regression (LR) was trained with optimal hyperparameters obtained through grid search. Performance evaluation was conducted using various metrics. The results showed that the ML model was effective in identifying non-consistent essays with improved accuracy after implementing random oversampling. The LR model achieved an accuracy of 98.03%, precision of 98.52%, recall of 98.03%, and F1-score of 98.24%. The proposed ML model shows promise as an indicator of contract cheating incidents, providing an additional tool for educators and institutions to uphold academic integrity. However, it is essential to interpret the model results cautiously, as they do not constitute unequivocal evidence of cheating but rather serve as grounds for further investigation. We also emphasize the ethical implications of such approaches and suggest avenues for future research to explore the model’s applicability among first-language writers and to conduct longitudinal studies on second-language learners’ language development over longer periods.