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

Tomáš Foltýnek, Phil Newton Orcid Logo

Journal of Academic Ethics, Volume: 24, Issue: 1, Start page: 8

Swansea University Author: Phil Newton Orcid Logo

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DOI (Published version): 10.1007/s10805-025-09675-3

Abstract

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. Vid...

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Published in: Journal of Academic Ethics
ISSN: 1570-1727 1572-8544
Published: Springer Nature 2026
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URI: https://cronfa.swan.ac.uk/Record/cronfa70556
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last_indexed 2025-10-25T06:47:38Z
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spelling 2025-10-24T14:19:40.1082748 v2 70556 2025-10-02 What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis 6e0a363d04c407371184d82f7a5bddc8 0000-0002-5272-7979 Phil Newton Phil Newton true false 2025-10-02 MEDS 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. Journal Article Journal of Academic Ethics 24 1 8 Springer Nature 1570-1727 1572-8544 Generative artificial intelligence; Cheating; ChatGPT; YouTube; Bypassing detection 1 3 2026 2026-03-01 10.1007/s10805-025-09675-3 COLLEGE NANME Medical School COLLEGE CODE MEDS Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University 2025-10-24T14:19:40.1082748 2025-10-02T08:36:38.2517163 Faculty of Medicine, Health and Life Sciences Swansea University Medical School - Medicine Tomáš Foltýnek 1 Phil Newton 0000-0002-5272-7979 2 70556__35474__92ef6465c7cd479faf7a8d8b5d9608d9.pdf 70556.VOR.pdf 2025-10-24T14:13:29.2146374 Output 992036 application/pdf Version of Record true © The Author(s) 2025. This article is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). true eng http://creativecommons.org/licenses/by/4.0/
title What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis
spellingShingle What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis
Phil Newton
title_short What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis
title_full What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis
title_fullStr What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis
title_full_unstemmed What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis
title_sort What Does YouTube Advise Students About Bypassing AI-Text Detection Tools? A Pragmatic Analysis
author_id_str_mv 6e0a363d04c407371184d82f7a5bddc8
author_id_fullname_str_mv 6e0a363d04c407371184d82f7a5bddc8_***_Phil Newton
author Phil Newton
author2 Tomáš Foltýnek
Phil Newton
format Journal article
container_title Journal of Academic Ethics
container_volume 24
container_issue 1
container_start_page 8
publishDate 2026
institution Swansea University
issn 1570-1727
1572-8544
doi_str_mv 10.1007/s10805-025-09675-3
publisher Springer Nature
college_str Faculty of Medicine, Health and Life Sciences
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hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str Swansea University Medical School - Medicine{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}Swansea University Medical School - Medicine
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description 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.
published_date 2026-03-01T07:53:15Z
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score 11.08895

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