Simple techniques to bypass GenAI text detectors: implications for inclusive education
Perkins, Mike, Roe, Jasper, Vu, Binh H., Postma, Darius, Hickerson, Don, McGaughran, James, and Khuat, Huy Q. (2024) Simple techniques to bypass GenAI text detectors: implications for inclusive education. International Journal of Educational Technology in Higher Education, 21 (1). 53.
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Abstract
This study investigates the efficacy of six major Generative AI (GenAI) text detectors when confronted with machine-generated content modified to evade detection (n = 805). We compare these detectors to assess their reliability in identifying AI-generated text in educational settings, where they are increasingly used to address academic integrity concerns. Results show significant reductions in detector accuracy (17.4%) when faced with simple techniques to manipulate the AI generated content. The varying performances of GenAI tools and detectors indicate they cannot currently be recommended for determining academic integrity violations due to accuracy limitations and the potential for false accusation which undermines inclusive and fair assessment practices. However, these tools may support learning and academic integrity when used non-punitively. This study aims to guide educators and institutions in the critical implementation of AI text detectors in higher education, highlighting the importance of exploring alternatives to maintain inclusivity in the face of emerging technologies.
| Item ID: | 86904 |
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| Item Type: | Article (Research - C1) |
| ISSN: | 2365-9440 |
| Keywords: | Academic integrity, Adversarial techniques, AI text detectors, Generative artificial intelligence, Higher education |
| Copyright Information: | © The Author(s) 2024. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. |
| Date Deposited: | 11 Nov 2025 01:43 |
| FoR Codes: | 39 EDUCATION > 3904 Specialist studies in education > 390405 Educational technology and computing @ 100% |
| SEO Codes: | 16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160203 Inclusive education @ 100% |
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