Generative artificial intelligence (AI) heavily disrupts engineering education. While it can promote better learning experiences, it can be misused for plagiarism. There are a number of studies promoting the benefits of generative AI but not many of them are focused on how to mitigate the potential misuses, especially in programming. To employ better policies in plagiarism and AI usage for programming, the study compares student perspectives about eleven conventional plagiarism scenarios to AI-assisted plagiarism scenarios. The study invites 87 programming students (CS1, introductory programming and CS2, data structure) as respondents while 66 of them accept the invitation. Respondents see AI assistance comparable to that of a colleague in the context of programming plagiarism. General policies of programming plagiarism can be easily expanded to cover AI-assisted plagiarism. CS1 students think that asking AI to fix troublesome code is more unacceptable than asking a colleague. CS2 students think subscribing to AI service to write the code is less unacceptable than paying a colleague to do so. CS2 students have better awareness of plagiarism in discussing how to approach a task and discussing code.