BMP3003 Semester 2: Game Design for Academic Skills Development

This assignment details a game designed to educate university students on avoiding plagiarism and upholding academic integrity. The project involves creating a game called "Story Telling" where students narrate stories related to plagiarism, enhancing their communication and critical thinking skills. The game's instructions, designed for HE3 level, involve one-minute preparation time, encouraging students to research and speak in their own words, improving fluency and public speaking. The poster also explains the importance of academic integrity at the university level, emphasizing its role in fairness and career development. The reflection section highlights skills such as analytical, communication, and cognitive skills. The assignment includes a comprehensive reference list with academic books and journal articles.

Game design
INTRODUCTION
Plagiarism is defined as the imitating other’s work
and giving their own name to it is regarded as the
academic misconduct (Díaz, Montoliu and Becerra, 2018).
The following discussion is made on the game designing to
reduce plagiarism misconduct and the importance of academic
integrity among university students.
Game for students that develops strategies
for avoiding plagiarism and academic misconduct
Game designed for the students to avoid plagiarism and
academic misconduct named as story telling which means that
the student needs to narrate the story on any topic related to
the plagiarism and cases associated with it so that they can get
the enough knowledge about it and moreover it can enhance the
communication skills as well of the students in front of the public.
Storytelling activity can help the students in gaining the thinking
power and speaking skills before so many people
around them (Bokosmaty, Ehrich, Eady and Bell, 2019).
Instructions for playing the game
Instruction for playing the game of storytelling is that students will be given the time to think about the story which must be
related to the plagiarism only. They will be given one-minute time to prepare on the story and then they can start so that they
can gain knowledge about it and moreover, in that one-minute duration of preparation, students can browse the stories from the
internet for better idea and more exploration about the plagiarism and they are only allowed to speak in their own words but not
the internet same content. Language must only be English so that they can communicate and improve their skills in terms of
fluency in speaking in front of the public. They can use the hand movements and gesture to explain their story in a more effective
manner, this will enhance their body movements in a professional world as well. Story must consist the family and friends
background with plagiarism behaviour and students needs to rectify it in their story so that they themselves get to know about
the plagiarism (Levine and Pazdernik, 2018).

Explanation of why academic integrity
at University is so important
Academic integrity is important at University because
it teaches the students to be fair with others and
honestly doing their work related to their studies
and assignments. This also includes behaviour that
how the students must behave with others and this
not only helps in university level but also for the
career growth as well (Pàmies, Valverde and Cross, 2020).
Summary of your reflection on the skills
used to produce the game
I have learnt so many things while producing the game
such as analytical skills, communication skills, cognitive skills
and thinking skills. This will help me in my future goals and
objectives to accomplish them in an effective manner.
CONCLUSION
It is concluded that plagiarism is an
important concept to learn about
how to avoid it and how can it affect
the academic integrity. Therefore,
it is essential to design the game to
reduce and avoid plagiarism and it is
significant to know that why
academic integrity is necessary and
crucial for the personal as well as
professional development of the
student.
REFERENCES
Books and journal
Bokosmaty, S., Ehrich, J., Eady, M.J. and Bell, K., 2019.
Canadian university students’ gendered attitudes toward plagiarism.
Journal of Further and Higher Education, 43(2), pp.276-290.
Díaz, J.C.T., Montoliu, J.M.D. and Becerra, M.H., 2018.
Plagiarism, internet and academic success at the university. NAER:
Journal of New Approaches in Educational Research, 7(2), pp.98-104.
Levine, J. and Pazdernik, V., 2018. Evaluation of a four-prong
anti-plagiarism program and the incidence of plagiarism:
a five-year retrospective study. Assessment & Evaluation in Higher Education, 43(7
pp.1094-1105.
Pàmies, M.D.M., Valverde, M. and Cross, C., 2020.
Organising research on university student plagiarism: a process approach.
Assessment & Evaluation in higher education, 45(3), pp.401-418.