Abstract
Turnitin has been widely used in higher education as a computer-assisted assessment tool. There is a growing trend in enhancing the pedagogical benefits of Turnitin in higher education. To understand how students use and perceive this tool, this research interviewed six graduate students studying at a UK university about their experience and perception of using Turnitin. The interview data is analysed using the major constructs in the Unified Theory of Acceptance and Use of Technology. Other interesting themes that emerged from the interview data are also identified and discussed. These findings indicate that Turnitin can have pedagogical benefits on students’ academic writing, mainly by enabling effective feedback provision. However, findings highlight a concern that students predominantly perceive Turnitin as a plagiarism detection tool, with little understanding of its effectiveness in enhancing assessment and learning experience. The research findings provide an understanding of the factors that influence students’ acceptance and use of Turnitin. Based on these understandings, the research finally outlines recommendations for enhancing the pedagogical benefits of Turnitin in higher educational institutions.
Author Information
Xuenan Huo, Beijing Normal University-Hong Kong Baptist University United International College, China
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