Cracking the Code: Understanding Source Code Plagiarism to Enable Learning

The COVID-19 pandemic has accelerated the adoption of online learning, posing challenges for students, particularly in programming education. This paper explores the prevalent issue of source code plagiarism among novice programmers using Python. Recognizing the broader implications of SCP as a symptom rather than the core issue, the study aims to answer how educational settings can be designed to leverage AI as a learning tool rather than a threat to academic integrity. The theoretical grounding delves into the evolving landscape of generative AI tools capable of providing coding solutions, raising concerns about their impact on learning outcomes. Novice programming students are introduced to Python 3, where emphasis is placed on structured programming and error navigation. Source code plagiarism is examined, distinguishing between elementary adjustments and structural alterations. To address source code plagiarism, the study employs the Iceberg Model, unveiling layers beyond the visible event level. The research design adopts a mixed-method approach, utilizing the Measure of Software Similarity (Moss) tool for source code plagiarism detection, a questionnaire, as well as students’ final scores. Findings indicate a decline in plagiarism instances across assignments, suggesting a learning curve. Student challenges, including time management, programming background, and technical issues, are identified through a comprehensive analysis. Recommendations emphasize the importance of awareness, integration of supporting tools in the learning management system, and educating students and tutors on ethical coding practices. The paper proposes the use of generative AI tools for guided assistance rather than direct code generation and advocates for reporting and tracking source code plagiarism cases, ensuring that students understand the ethical implications of transgressions and are allowed to learn from mistakes. The findings emphasize the need for a competency-based approach, fostering a supportive learning environment in the face of evolving educational challenges.