International Journal of
Information and Education Technology

Abstract

This study explores the students’ Continuous Intention (CI) to use the GPT-based tools in academia, including the tools for overcoming machine written content, in enhancing research skills and addressing technical English language challenges among university students. Focusing on preventing plagiarism and raising ethical awareness, an experimental approach was employed to measure the tools’ effectiveness via the combination of AI Engagement Theory (AET), Ethical Decision-Making (EDM), and Research Skill Development (RSD) to analyze how GPT-based tools impact plagiarism prevention, research quality, and academic integrity. The findings revealed a significant 70% reduction in plagiarism detection scores following the intervention, showcasing the tools’ capability in supporting original content creation and reducing academic dishonesty. Furthermore, 80% of participants demonstrated improved citation accuracy, and 65% reported enhancements in their research competencies. Ethical awareness also increased, with 50% more students recognizing the implications of AI-generated content by the study’s conclusion. To better address these components, external niceties, here in the Sultanate of Oman, are considered to avoid influencing the research findings. These results underscore the potential of GPT-based tools, particularly the Human Intelligence X (Cross-Platform)); an AI-powered writing and research assistant platform, in advancing ethical research practices and supporting students in overcoming linguistic barriers in technical academic contexts.