Student cognitive enhancement with non-prescribed modafinil: is it cheating? A survey study

Table 2 Themes arising from free text responses to the second asking of ‘is this cheating’

Group name	Explanation	Example (phrase from participants)
Caffeine	Caffeine works similarly to modafinil, so it is like ingesting caffeine in a pill form, meaning that it is not cheating to do so	“They are only trying to stay awake and concentrate. The equivalent to drinking *coffee*”
Coercion	If modafinil becomes popular, those who do not use it, might feel pressured to do so	“The likelihood of *coercion* I see as the least important as we all have freedom to make our own decisions” “The likelihood of *coercion* is concerning and agreeable but people are entitled to their own choices”
Equality	It is accessible for mostly everyone to purchase modafinil due to its low price	“As everyone has *access* to this I do not view it as cheating” “Plus, everyone else has *equal access* to modafinil”
Authenticity	The use of modafinil by student does/does not reflect their performance	“How legitimate the *performance* with the modafinil is the most important one” “The student is essentially taking *performance* enhancing drugs to influence his work”

Student participants were again given a scenario where a student consumed modafinil before an exam, despite not having a prescription. Prior to this they had been asked various questions about issues which have been demonstrated in the literature, to affect considerations of whether modafinil use is cheating. They were then asked if they had changed their mind on whether this was cheating, and then asked why, in a free text box. These free text responses were analysed using thematic analysis

ISSN: 1833-2595