Group 1 - The core viewpoint of the articles revolves around the challenges and implications of using "AI rate" as a criterion for evaluating academic papers, highlighting the potential for misjudgment and the limitations of AI detection systems [1][2][3] - Several universities have implemented regulations linking the proportion of AI-generated content in graduation theses to their acceptance, aiming to prevent academic misconduct [1] - The detection systems analyze text features such as vocabulary frequency, sentence structure, and logical expression to determine similarity with AI-generated content, but this approach is flawed due to the inherent similarities between AI-generated and human-written academic texts [1][2] Group 2 - Controversies surrounding "AI rate" detection reflect the broader challenges faced by education in the era of technological transformation, where reliance on AI detection may lead to superficial modifications in original works [2] - Academic committees are deemed the ultimate authority in evaluating the authenticity of student work, as educators possess a deeper understanding of students' capabilities and research processes [2] - The focus should be on fostering independent thinking and innovative ideas in students rather than merely producing texts that pass AI detection [3]

Core Viewpoint - The increasing reliance on AI detection tools for academic papers raises concerns about their accuracy and potential for misjudgment, leading to debates on the appropriateness of using AI-generated content as a criterion for academic integrity [1][2][3][5][7]. Group 1: AI Detection Tools and Their Impact - A significant number of academic papers are being flagged as "highly suspected AI-generated," even when they are original works, leading to confusion and frustration among students and faculty [1][2]. - Universities are implementing regulations requiring students to disclose the use of AI tools in their thesis work, with some setting thresholds for acceptable AI generation rates [2][6]. - The effectiveness of current AI detection tools is questioned, as they often misidentify human-written content as AI-generated due to similarities in text features [3][5][7]. Group 2: Academic Integrity and AI Usage - There is a growing concern that using AI detection tools as a strict measure of academic integrity may undermine the educational process and lead to misjudgments [3][5][7]. - Faculty members emphasize the importance of teaching students to use AI as a supportive tool rather than a replacement for original thought, advocating for a focus on the process of writing rather than just the final product [9]. - Some institutions are exploring ways to integrate AI into the academic process while maintaining standards of originality and critical thinking [8][9]. Group 3: Student Experiences and Reactions - Students have reported instances of their original work being flagged as AI-generated, prompting them to alter their writing styles to avoid detection [2][3]. - There is a shared sentiment among students that while AI can provide inspiration, the core content must remain their own to uphold academic integrity [3][9]. - The debate continues on how to balance the use of AI in academic settings while ensuring that students develop their own analytical and creative skills [8][9].