  In programming education, plagiarism and misuse of artificial intelligence
(AI) assistance are emerging issues. However, not many relevant studies are
focused on web programming. We plan to develop automated tools to help
instructors identify both misconducts. To fully understand the issues, we
conducted a controlled experiment to observe the unfair benefits and the
characteristics. We compared student performance in completing web programming
tasks independently, with a submission to plagiarize, and with the help of AI
assistance (ChatGPT). Our study shows that students who are involved in such
misconducts get comparable test marks with less completion time. Plagiarized
submissions are similar to the independent ones except in trivial aspects such
as color and identifier names. AI-assisted submissions are more complex, making
them less readable. Students believe AI assistance could be useful given proper
acknowledgment of the use, although they are not convinced with readability and
correctness of the solutions.
