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Detecting Plagiarism based on the Creation Process


Schneider, Johannes; Bernstein, Abraham; vom Brocke, Jan; Damevski, Kostadin; Sheppard, David (2017). Detecting Plagiarism based on the Creation Process. IEEE Transactions on Learning Technologies, 11(3):348-361.

Abstract

All methodologies for detecting plagiarism to date have focused on the final digital “outcome”, such as a document or source code. Our novel approach takes the creation process into account using logged events collected by special software or by the macro recorders found in most office applications. We look at an author's interaction logs with the software used to create the work. Detection relies on comparing the histograms of multiple logs' command use. A work is classified as plagiarism if its log deviates too much from logs of “honestly created” works or if its log is too similar to another log. The technique supports the detection of plagiarism for digital outcomes that stem from unique tasks, such as theses and equal tasks such as assignments for which the same problem sets are solved by multiple students. Focusing on the latter case, we evaluate this approach using logs collected by an interactive development environment (IDE) from more than 60 students who completed three programming assignments.

Abstract

All methodologies for detecting plagiarism to date have focused on the final digital “outcome”, such as a document or source code. Our novel approach takes the creation process into account using logged events collected by special software or by the macro recorders found in most office applications. We look at an author's interaction logs with the software used to create the work. Detection relies on comparing the histograms of multiple logs' command use. A work is classified as plagiarism if its log deviates too much from logs of “honestly created” works or if its log is too similar to another log. The technique supports the detection of plagiarism for digital outcomes that stem from unique tasks, such as theses and equal tasks such as assignments for which the same problem sets are solved by multiple students. Focusing on the latter case, we evaluate this approach using logs collected by an interactive development environment (IDE) from more than 60 students who completed three programming assignments.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:03 Faculty of Economics > Department of Informatics
Dewey Decimal Classification:000 Computer science, knowledge & systems
Language:English
Date:27 June 2017
Deposited On:01 Nov 2018 12:12
Last Modified:29 Nov 2018 17:41
Publisher:Institute of Electrical and Electronics Engineers
ISSN:1939-1382
OA Status:Green
Publisher DOI:https://doi.org/10.1109/TLT.2017.2720171
Other Identification Number:merlin-id:14983

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