Modules, Discussions, or Simulations? Comparing the Effect of Academic Integrity Interventions on University Students’ Perceptions and Cheating Behaviour

Academic misconduct remains a widespread issue in higher education globally. Although numerous academic integrity interventions have been developed, few studies compare the relative benefits and impact of different programs, which include educational modules, discussions, and simulations. The present study compared six instructional interventions, that varied in delivery format (including online, virtual, and in-person), as well as instructional tools (including modules, discussions, and simulations) for both self-report measures (e.g., knowledge learned) and an objective cheating measure. Overall, undergraduate students (N = 299) demonstrated gains in knowledge and confidence regarding academic integrity across interventions but attention during the presentations was greatest for in person interventions. Some students showed cheating behavior (ranging between 9.5