HMEMS80
ASSIGNMENT 1 2026
DUE:30 MARCH 2026 (MEMO)
,TABLE OF CONTENTS
Section Page
1. Title 2
2. Definition of Variables 3
2.1 Artificial Intelligence (AI) 4
2.2 Academic Integrity 5
3. Previous Research 6
3.1 The Role of AI in Higher Education 7
3.2 AI and Plagiarism: A Dual-Edged Sword 8
3.3 AI Detection Tools and Their Effectiveness 9
3.4 Student Perspectives on AI Use 12
4. Problem Statement 13
4.1 Research Problem 14
4.2 Link to Existing Literature 14
4.3 Need and Value of the Research 12
Reference List 15
2
, TITLE: The Impact of Artificial Intelligence on Academic
Integrity of Students in a Distance Learning Institution
1. Literature Review
1.1 Background to the Study
The fast development of artificial intelligence (AI) has changed higher education in
many ways. AI technologies bring many new opportunities, but they also create serious
challenges (Singh, 2023). One important challenge is how AI affects academic integrity,
especially in distance learning institutions. In distance learning, students study mostly
online, and lecturers cannot supervise them in person like in traditional classrooms.
Because of this, it is more difficult to make sure that students complete their work
honestly. New AI tools such as ChatGPT can write text that sounds like it was written by
a human, solve difficult problems, and help with academic writing. Because of these
abilities, many people are now questioning the role of universities and how knowledge is
created and shared (Singh, 2023). Some people worry that students may depend too
much on AI tools instead of learning and thinking for themselves.
Distance learning institutions experience special challenges when trying to protect
academic integrity. These institutions rely heavily on online assessments and digital
submissions, and there is very little face-to-face supervision. Yusuf et al. (2024) explain
that AI-powered platforms have improved higher education by making learning more
accessible and by offering personalised learning experiences. However, these same
technologies also raise concerns about whether students are completing their work
independently and whether the work they submit is truly their own. This literature review
looks at current research about the relationship between artificial intelligence and
academic integrity in distance learning environments. It explores how AI tools can
create risks for academic honesty, but also how they might support ethical learning. The
review also examines AI detection tools that are used to identify AI-generated work and
discusses students’ views about using AI in their studies. Finally, the review identifies
gaps in the existing research and presents a clear problem statement that explains why
further research in this important area is needed.
3
ASSIGNMENT 1 2026
DUE:30 MARCH 2026 (MEMO)
,TABLE OF CONTENTS
Section Page
1. Title 2
2. Definition of Variables 3
2.1 Artificial Intelligence (AI) 4
2.2 Academic Integrity 5
3. Previous Research 6
3.1 The Role of AI in Higher Education 7
3.2 AI and Plagiarism: A Dual-Edged Sword 8
3.3 AI Detection Tools and Their Effectiveness 9
3.4 Student Perspectives on AI Use 12
4. Problem Statement 13
4.1 Research Problem 14
4.2 Link to Existing Literature 14
4.3 Need and Value of the Research 12
Reference List 15
2
, TITLE: The Impact of Artificial Intelligence on Academic
Integrity of Students in a Distance Learning Institution
1. Literature Review
1.1 Background to the Study
The fast development of artificial intelligence (AI) has changed higher education in
many ways. AI technologies bring many new opportunities, but they also create serious
challenges (Singh, 2023). One important challenge is how AI affects academic integrity,
especially in distance learning institutions. In distance learning, students study mostly
online, and lecturers cannot supervise them in person like in traditional classrooms.
Because of this, it is more difficult to make sure that students complete their work
honestly. New AI tools such as ChatGPT can write text that sounds like it was written by
a human, solve difficult problems, and help with academic writing. Because of these
abilities, many people are now questioning the role of universities and how knowledge is
created and shared (Singh, 2023). Some people worry that students may depend too
much on AI tools instead of learning and thinking for themselves.
Distance learning institutions experience special challenges when trying to protect
academic integrity. These institutions rely heavily on online assessments and digital
submissions, and there is very little face-to-face supervision. Yusuf et al. (2024) explain
that AI-powered platforms have improved higher education by making learning more
accessible and by offering personalised learning experiences. However, these same
technologies also raise concerns about whether students are completing their work
independently and whether the work they submit is truly their own. This literature review
looks at current research about the relationship between artificial intelligence and
academic integrity in distance learning environments. It explores how AI tools can
create risks for academic honesty, but also how they might support ethical learning. The
review also examines AI detection tools that are used to identify AI-generated work and
discusses students’ views about using AI in their studies. Finally, the review identifies
gaps in the existing research and presents a clear problem statement that explains why
further research in this important area is needed.
3
