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<p>Academic misconduct remains a widespread issue in higher education globally. Although numerous academic integrity interventions have been developed, few studies compare the relative benefits and impact of different programs, which include educational modules, discussions, and simulations. The present study compared six instructional interventions, that varied in delivery format (including online, virtual, and in-person), as well as instructional tools (including modules, discussions, and simulations) for both self-report measures (e.g., knowledge learned) and an objective cheating measure. Overall, undergraduate students (<i>N</i> = 299) demonstrated gains in knowledge and confidence regarding academic integrity across interventions but attention during the presentations was greatest for in person interventions. Some students showed cheating behavior (ranging between 9.5% and 42.2% depending on lenient versus rigorous scoring) with the most cheating occurring in virtual formats when rigorous scoring was assessed. The findings provide practical suggestions regarding delivery of academic integrity interventions, as well as future directions for academic integrity research.</p>

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Modules, Discussions, or Simulations? Comparing the Effect of Academic Integrity Interventions on University Students’ Perceptions and Cheating Behaviour

  • 期刊论文

  • 发表日期：

    2026年5月14日

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  • Nicola Urquhart,
  • Natasha Vogel,
  • Eileen Wood,
  • Judy Eaton,
  • Zachariah Hamzagic,
  • Gloria Mele

摘要

Academic misconduct remains a widespread issue in higher education globally. Although numerous academic integrity interventions have been developed, few studies compare the relative benefits and impact of different programs, which include educational modules, discussions, and simulations. The present study compared six instructional interventions, that varied in delivery format (including online, virtual, and in-person), as well as instructional tools (including modules, discussions, and simulations) for both self-report measures (e.g., knowledge learned) and an objective cheating measure. Overall, undergraduate students (N = 299) demonstrated gains in knowledge and confidence regarding academic integrity across interventions but attention during the presentations was greatest for in person interventions. Some students showed cheating behavior (ranging between 9.5% and 42.2% depending on lenient versus rigorous scoring) with the most cheating occurring in virtual formats when rigorous scoring was assessed. The findings provide practical suggestions regarding delivery of academic integrity interventions, as well as future directions for academic integrity research.