LLM Use, Cheating, and Academic Integrity in Software Engineering Education

TL;DR

This study explores how software engineering students perceive and engage with large language models (LLMs) in coursework, highlighting the influence of assessment design on potential misuse and the need for clearer guidelines.

Contribution

It provides empirical insights into student perceptions and practices regarding LLM use in software engineering education, emphasizing assessment-related factors.

Findings

LLM misuse occurs mainly in assignments and documentation tasks.

Use during quizzes and exams is less frequent and seen as a violation.

Students are aware of potential academic and professional consequences.

Abstract

Background: Cheating in university education is commonly described as context dependent and influenced by assessment design, institutional norms, and student interpretation. In software engineering education, programming oriented coursework has historically involved ambiguity around collaboration, reuse, and external assistance. Recently, large language models (LLMs) have introduced additional mediation in the production of code and related artifacts. Aims: This study investigates how software engineering students describe experiences of using LLMs in ways they perceived as inappropriate, disallowed, or misaligned with course expectations. Method: A cross sectional survey was conducted with 116 undergraduate software engineering students from multiple countries, combining quantitative summaries with qualitative data. Results: Reported LLM cheating practices occurred primarily in programming assignments, routine coursework, and documentation tasks, often in contexts of time pressure and unclear guidance. Use during quizzes and exams was less frequent and more consistently identified as a violation. Students reported awareness of academic and professional consequences regarding LLM cheating, while formal sanctions were perceived as limited. Conclusions: Our study indicates that reported LLM misuse in software engineering is associated with assessment and instructional conditions, suggesting a need for clearer alignment between assessment design, learning objectives, and expectations for LLM use.