Academic dishonesty and monitoring in online exams: a randomized field experiment
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Otros documentos de la autoría: Alguacil, Maite; Herranz-Zarzoso, Noemí; Pernías, José C.; Sabater-Grande, Gerardo
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Academic dishonesty and monitoring in online exams: a randomized field experimentFecha de publicación
2023-07-21Editor
SpringerISSN
1042-1726; 1867-1233Cita bibliográfica
Alguacil, M., Herranz-Zarzoso, N., Pernías, J.C. et al. Academic dishonesty and monitoring in online exams: a randomized field experiment. J Comput High Educ (2023). https://doi.org/10.1007/s12528-023-09378-xTipo de documento
info:eu-repo/semantics/articleVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
Cheating in online exams without face-to-face proctoring has been a general concern for academic instructors during the crisis caused by COVID-19. The main goal
of this work is to evaluate the cost of these dishonest ... [+]
Cheating in online exams without face-to-face proctoring has been a general concern for academic instructors during the crisis caused by COVID-19. The main goal
of this work is to evaluate the cost of these dishonest practices by comparing the
academic performance of webcam-proctored students and their unproctored peers
in an online gradable test. With this aim in mind, we carried out a randomized feld
experiment using a simple video surveillance system through Google Meet during
an online closed-book fnal exam of an Introduction to Microeconomics course.
Given that all conditions except for webcam monitoring were identical, diferences
in between-subjects scores are attributed to academic dishonesty. After controlling
for potential confounding factors, including gender, academic degree, instructor,
previous score and whether students were repeaters or not, we found that those students who were proctored via webcam obtained statistically signifcant lower scores
in the fnal exam than those who were not using this surveillance system with a low
level of invasiveness. Inspection of the potential factors behind these diferences in
scores suggests that the poorer performance of proctored students is more related to
academic dishonesty than to reasons involving anxiety or heterogeneity factors. [-]
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