What Does YouTube Advise Students About Bypassing AI-Text
Detection Tools? A Pragmatic Analysis

J 2025

What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis

FOLTÝNEK, Tomáš a Philip NEWTON

Základní údaje

Originální název

What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis

Autoři

FOLTÝNEK, Tomáš a Philip NEWTON

Vydání

Journal of Academic Ethics, SPRINGER, 2025, 1570-1727

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50300 5.3 Education

Stát vydavatele

Singapur

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 3.300 v roce 2024

Označené pro přenos do RIV

Ano

Organizační jednotka

Fakulta informatiky

Klíčová slova anglicky

Generative artificial intelligence; Cheating; ChatGPT; YouTube; Bypassing detection

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 2. 4. 2026 14:47, RNDr. Pavel Šmerk, Ph.D.

Anotace

V originále

This study investigates how YouTube videos are advising university students to use ChatGPT, focusing on two main aspects: bypassing detection tools for AI-generated text in written assignments and leveraging ChatGPT as a study tool, using thematic analysis of transcripts from 173 YouTube videos. Videos promoting the bypass of AI-generated text detection emphasize methods such as using AI detectors, “humanizing” text through rewriters, and blending AI-generated content with manual edits. Videos advocating for ChatGPT as a study tool highlight its potential for personalized learning, creating study materials, self-testing, goal setting, and language learning, but also suggest unethical use for assignment completion. Our findings underscore the unreliability of essays in unsupervised environments due to the ease of generating undetectable AI content, suggesting the need for a more diverse range of assessment methods. Furthermore, we recommend that educators guide students in ethical AI use and integrate positive AI applications into their teaching practices.

Citovat

FOLTÝNEK, Tomáš a Philip NEWTON. What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis. Journal of Academic Ethics. SPRINGER, 2025, roč. 24, č. 1, s. 1-17. ISSN 1570-1727. Dostupné z: https://doi.org/10.1007/s10805-025-09675-3.

@article{2526609,
   author = {Foltýnek, Tomáš and Newton, Philip},
   article_number = {1},
   doi = {https://doi.org/10.1007/s10805-025-09675-3},
   keywords = {Generative artificial intelligence; Cheating; ChatGPT; YouTube; Bypassing detection},
   language = {eng},
   issn = {1570-1727},
   journal = {Journal of Academic Ethics},
   title = {What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis},
   url = {https://link.springer.com/article/10.1007/s10805-025-09675-3},
   volume = {24},
   year = {2025}
}

TY  - JOUR
ID  - 2526609
AU  - Foltýnek, Tomáš - Newton, Philip
PY  - 2025
TI  - What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis
JF  - Journal of Academic Ethics
VL  - 24
IS  - 1
SP  - 1-17
EP  - 1-17
PB  - SPRINGER
SN  - 15701727
KW  - Generative artificial intelligence
KW  - Cheating
KW  - ChatGPT
KW  - YouTube
KW  - Bypassing detection
UR  - https://link.springer.com/article/10.1007/s10805-025-09675-3
N2  - This study investigates how YouTube videos are advising university students to use ChatGPT, focusing on two main aspects: bypassing detection tools for AI-generated text in written assignments and leveraging ChatGPT as a study tool, using thematic analysis of transcripts from 173 YouTube videos. Videos promoting the bypass of AI-generated text detection emphasize methods such as using AI detectors, “humanizing” text through rewriters, and blending AI-generated content with manual edits. Videos advocating for ChatGPT as a study tool highlight its potential for personalized learning, creating study materials, self-testing, goal setting, and language learning, but also suggest unethical use for assignment completion. Our findings underscore the unreliability of essays in unsupervised environments due to the ease of generating undetectable AI content, suggesting the need for a more diverse range of assessment methods. Furthermore, we recommend that educators guide students in ethical AI use and integrate positive AI applications into their teaching practices.
ER  -

FOLTÝNEK, Tomáš a Philip NEWTON. What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis. \textit{Journal of Academic Ethics}. SPRINGER, 2025, roč.~24, č.~1, s.~1-17. ISSN~1570-1727. Dostupné z: https://doi.org/10.1007/s10805-025-09675-3.

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