Colleges and universities commonly use several AI detection tools to identify AI-generated content in student work. Some of the most widely used AI detectors in academic settings include:
- Originality.ai: This is one of the most accurate AI detection tools used by college researchers and educators. It detects a wide range of AI-generated text, including content created by ChatGPT, GPT-4o, Gemini Pro, and Claude 3.5. Originality.ai is popular for research and academic integrity checks due to its superior accuracy and ability to highlight AI writing in detail.
- GPTZero: Originally designed to distinguish human from AI-written essays, GPTZero is popular among educators and universities. It is open-source, offers high accuracy, and provides sentence-level AI likelihood scores. It is also integrated with tools like Google Classroom.
- Turnitin AI Detector: Turnitin, widely known for plagiarism detection, has incorporated an AI writing detector within its platform. This tool is used by many academic institutions as it is integrated with existing plagiarism checks, offering document-level AI content detection and sentence-level highlights. It is especially tailored for academic use and incorporates considerations for ESL biases.
- Copyleaks: Another tool used for both plagiarism and AI detection in academic contexts, favored by educators and institutions.
- Winston AI: Used in academic institutions and by educators, providing AI likelihood scoring and plagiarism detection.
These tools vary in accuracy, robustness to AI paraphrasing tricks, pricing, and ease of use. Turnitin AI Detector is particularly aimed at academic institutions already using Turnitin, while Originality.ai and GPTZero are often used for research and diverse educational settings. Copyleaks and Winston AI offer complementary services and usability options as well. In summary, colleges often rely on Originality.ai, GPTZero, Turnitin’s AI detector, Copyleaks, and Winston AI for detecting AI-generated content in student submissions and research contexts.
