Research basis - Documentation of the efficacy of Integrity Games

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The efficacy of Integrity Games has been tested in a number of settings, including a randomized controlled experiment with more than 200 participants from studying in three different countries and representing a broad range of academic disciplines.

The results of the efficacy tests are found here:

[The paper is currently in preparation]

Additionally, the effect of introductory quiz as a nudge towards learning about academic integrity was tested in a separate controlled experiment reported here:

[The paper is currently in preparation]

Results from pilot tests

Integrity Games was pilot tested at the European Student Convention 2021 hosted by INTEGRITY.

Around 30 undergraduate students from eight European countries representing a broad range of disciplines actively participated in the convention.

During the convention, the participants played both the collaboration case and the plagiarism case. The plagiarism case was integrated into a short lecture on good citation practice, while the collaboration case was used as preparation for a group work followed by a short plenum (thus illustrating two of the suggested ways to use Integrity Games in teaching).

At the end of the convention, participants answered a short questionnaire from which a selection of results are presented below. Obviously, these results are obtained from a very small sample, and they had volunteered to spend time on the convention (no compensation was offered except free lunch), so they may not be generalizable to a broader audience, but they do give an impression of how students experienced the games.

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Figure 1: Answers to the question “To what extent do you agree with the following claim: It was fun to play the cases in Integrity Games?”

An overwhelming majority of students agree that the cases in Integrity Games were fun to play (Fig. 1), and would recommend the games to teachers preparing teaching on academic integrity for undergraduate students (Fig. 2).

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Figure 2: Answers to the question “To what extent do you agree with the following claim: I would recommend teachers to use Integrity Games as part of lessons on academic integrity?”

In the open text comments, a few students elaborated on their answers writing e.g.:

  • I really liked it, because it was realistic. Every situation could have happened in real life.
    However, I think it would be even better if we have more advises. For example, how to handle a student who don't do its part of the work.
  • The integrity games were very fun to play, I learned a lot and found myself with dilemmas that made think about how I should approach different situations and make the most ethical decisions.
  • Very useful to be aware of the different perspectives and also to be able to know what are the consequences of some practices. I´d loved it! Such a great platform!
Regarding the different uses of the cases, the students did not seem to have a strong preference for either one of them (Fig 3). As one wrote in the comments: “They complement each other”.
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Figure 3: Answers to the question “The collaboration case and the plagiarism cases were imbedded in different ways in the session. In the part on collaboration, you played the case, then had a group work, and them a plenary discussion. In the part on citation and plagiarism, there was no group work, just case plus (a longer) plenary. Which did you prefer?”

Other resources

The Embassy of Good Science has a large database of resources on research and academic integrity. The INTEGRITY website also maintains a database on relevant tools and resources.

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