Game-Based Learning: Designing a Plagiarism Prevention Academic Game

This report outlines the design of a game aimed at educating students about academic integrity and the seriousness of plagiarism. The game, designed as an online portal activity involving four teams, tests students' knowledge of academic integrity and plagiarism through various question types, including multiple-choice, short answer, and situational scenarios. Points are awarded or deducted based on the accuracy of the answers, with teams eliminated for excessive wrong answers. The game setting involves a computer system managed by an instructor who tracks team progress and manages question flow. The goal is to enhance students' understanding of ethical academic practices and equip them with strategies to avoid plagiarism, fostering skills in critical analysis, ethical decision-making, and collaborative learning. The report concludes that active participation in such games can enhance students' strategic thinking and understanding of academic integrity.

GAME DESING

Table of Contents
INTRODUCTION...........................................................................................................................3
TASK 1............................................................................................................................................3
TASK 2- IN PPT.............................................................................................................................5
CONCLUSION................................................................................................................................5
REFERENCES................................................................................................................................1

INTRODUCTION
Plagiarism can be defined as a practice of taking or using someone else work or ideas as
one’s own. It is one of the most serious issue which is focused upon in universities as it is
considered as violation of academic integrity (Khan and et. al., 2021). Academic integrity or
plagiarism is one of the most important rules of universities which is required to be followed by
the students. They are required to complete their work in fair, and ethical manner. In order to
make students complete their work in ethical manner it becomes extremely important for
universities to us different kinds of techniques that can be adopted by them to make students
learn importance of academic integrity, seriousness of plagiarism and ways in which they learn
different ways of acquiring knowledge and learning ways in which they can use their knowledge
for developing successful career in ethical manner (Marsh and Campion, 2018). This report will
lay emphasis upon identifying different designing of a game for students that can help them in
learning different strategies of avoiding plagiarism and academic misconduct. It will further
focus upon explaining selected plagiarism game, importance of academic integrity and skills
required to produce a game.
TASK 1
In this task design of the game, settings required for playing game and ways in which this
game is played will be identified for developing design of game.
Game design
There are many different kinds of plagiarism games that can be used to make students
learn importance of academic integrity and plagiarism seriousness (Byvaltsev and et. al., 2017).
Plagiarism and academic integrity game selected is based upon online portal.
It is a game designed for students to learn importance of academic integrity and
seriousness of plagiarism. This game is available online 4 teams will be formed and participate
within this game. Each team will be of 4 students. Each team will be asked questions on
academic integrity and plagiarism, correct answer given by team members will award then with
10 points and wrong answer will subtract 10 points from their total score and partially correct
answer will award then with 5 points. No answer will nether deduct not wards them with any
kind of score. Each team members need to first login to the game and provide details of each
team members. The main purpose of this game is to make students understand why academic
integrity and plagiarism are important to be adhered and ways in which they can maintain this

integrity. It will further help them in identifying strategies that can be used or adopted by
students for enhancing their overall knowledge and ways in which they can complete their work
in an ethical manner.
This game has been designed in such a manner that any team who will give 5 or more
than 5 wrong answers will be automatically be eliminated from the game and top three teams
will be moving to second round where winning team of the game will be identified (Brown and
Ballinger, 2017). For this game another option will be provided to team members; if a team gives
wrong answer to a question, then their points will be deducted and that question will be shifted to
another team and if that team gives correct answer to passed question, then they will be awarded
with 1/4th points.
Game setting
This game is played on computer system where instructor or person who is conducing the
game will have complete access to the questions, team members details, points of each team.
Instructor will be asking questions to teams registered for the game one by one and will be
marking on game portal whether answer provided by team members is correct, partially correct,
wrong or no answer ahs been provided so that marks of that team will be updated within game
automatically. All the teams will be asked questions in series and in a continuous and same
order. Even if a question is passed to another team, it will be passed in a sequential manner so
that points allotment in the game is done accordingly and is not disturbed (Hanbidge, Tin, and
Tsang, 2018). All the teams will be given a name and this game will be registered within the
game portal.
In this game three different types of questions will be asked to team members. First type
of question is multiple choice question where team members need to select one or more than one
correct answer from given options. Second type of question is one word or one sentence question
where team members will be asked question and they need to answer themselves and no options
will be provided to team members. Third type of question will be a practical situation question
where students will be provided with a situation and they need to react accordingly or provide
their opinion on the same. If their answer for the situation is as expected only then they will be
rewarded with points and otherwise they will not be rewarded. All the team will be asked 10
questions each in first round and in second round overall total 10 questions will be asked from all
the teams and first one to answer the question will be rewarded points in second round. None of

the teams can help other teams or other team members for answering questions or providing hint.
Doing so can disqualify both the teams or team members.
How to play
For playing this game, first of all, the four teams and each of the team members need to
register themselves upon the portal of the game and provide details of all the team members and
name of the team. All the team members of all the teams need to present and one by one all of
them need to answer questions asked.
Instructor will be asking questions to all the teams in sequential manner. Only when a
team answers a questions and answer of that question is updated on game portal next question
from another team will be asked. Time for answering question will be fixed to 10 second each
question if a team do not answer the question in given time period, then it will be marked as not
answered and will be shifted to another team (Reza Khan and et. al., 2021). Each team will be
provided with only one chance of answering correct answer. If a question is shifter to answer
team, then in that case, that shifted question will be an additional question or an additional
opportunity for that team to earn additional points. None of the questions will be repeated to any
team and it is not compulsory that all the teams will be receiving all kinds of questions and in
similar order or similar type of questions. All the questions will be based upon academic
integrity, plagiarism and ethics in academics. Team with maximum number of points till second
round will be considered as winner of the game and team who has answered more than 5
questions wrong in first round will be eliminated from the game. Multiple choice questions can
have one or more than one correct answers and number of current answers identified by teams
will be deciding how many points will be awarded to the team members. Points of all the
questions for all the teams will be same. Some main topic on the basis of which questions will be
asked students are: types of plagiarisms, plagiarism, information sharing, intention and
unintentional plagiarism sharing. Any kind of situational questions will also be based upon these
four topics only.
TASK 2- IN PPT
CONCLUSION
From the above analysed aspects concluded within report, it has been found that students
taking active participation in game will be able to enhance new strategic creative working
synergy for attending new competent scope evolve. Study also concluded in summarized format,

where recent findings have concluded analysis based on latest keen paradigms which further
forms competencies as per new range of academic integrity domains. The research also
improvised findings, where students academic knowledge and creative working synergy holds
crucial importance for enhanced working expertise rapidly. Also, students are able to adhere and
gain expertise rapidly within creative inter-personal skills, reflective analysis skills and strong
analytical parameters fundamentally.

REFERENCES
Books and journals
Khan, Z.R., and et. al., 2021. Initiating count down-gamification of academic
integrity. International Journal for Educational Integrity, 17(1), pp.1-15.
Marsh, J.D. and Campion, J., 2018. Academic integrity and referencing: Whose responsibility is
it?. Journal of Academic Language and Learning, 12(1), pp.A213-A226.
Byvaltsev, V.A., and et. al., 2017. Plagiarism and academic integrity in science. Annals of the
Russian academy of medical sciences, 72(4), pp.299-304.
Brown, K.G. and Ballinger, D., 2017. ‘The integrity games’: An interactive story education
approach to teaching academic integrity. ATLAANZ Journal, 2(1), pp.68-81.
Hanbidge, A.S., Tin, T. and Tsang, H.H., 2018, September. Academic integrity matters:
Successful learning with mobile technology. In International Conference on Interactive
Collaborative Learning (pp. 966-977). Springer, Cham.
Reza Khan, Z., and et. al., 2021. Initiating count down-gamification of academic integrity.
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