Plagiarism Detection in the Classroom: Honesty and Trust Through the Urkund and Turnitin Software Simone Belli 1(&) , Cristian López Raventós 2 , and Teresa Guarda 3,4,5 1 Complutense University of Madrid, 28040 Madrid, Spain sbelli@ucm.es 2 Universidad Autónoma Nacional de México, Morelia, Mexico clopezr@enesmorelia.unam.mx 3 CIST – Centro de Investigacion en Sistemas y Telecomunicaciones, UPSE, La Libertad, Ecuador tguarda@gmail.com 4 Universidad Estatal Peninsula de Santa Elena, UPSE, La Libertad, Ecuador 5 Algoritmi Centre, Minho University, Guimarães, Portugal Abstract. This text is the result of a research process that has been carried out during the last five years on the realities and problems of plagiarism in contexts of higher education in different countries. We have observed eight groups of university students of different degrees in Engineering in a mandatory course of “Oral and written expression” in two universities in different countries (Ecuador and Spain). This course aims to provide tools to develop skills in oral and written presentations on academic assignments. Through practical exercises, manuals and presentations, students develop different strategies to generate tools to expose their knowledge as a “way of doing”. The development of student tasks follows specific guidelines discussed with the use of technology to detect plagiarism, Turnitin and Urkund tools. The results of our research indicate how the average percentage of plagiarism in student work is reduced with the introduction of this software. Keywords: Plagiarism Á Intellectual integrity Á Urkund Á Turnitin Á Trust 1 Introduction Many university students tend to minimize the importance of plagiarism in academic work [1, 2]. We have realized an ethnographic work in these classrooms to observe what are the argumentative and ethical strategies in the presence of plagiarism in the students’ written works. We have used Turnitin and Urkund software to detect pla- giarism in their writings. We have observed eight groups of the mandatory course “Oral and Written Expression” (ExOEsa), four in a Spanish university and four in an Ecuadorian uni- versity. Six groups received a class in Spanish, the other two in English. The main © Springer Nature Switzerland AG 2020 Á. Rocha et al. (Eds.): ICITS 2020, AISC 1137, pp. 660–668, 2020. https://doi.org/10.1007/978-3-030-40690-5_63