Teaching Students About Plagiarism Using a Serious Game (Plagi-Warfare): Design and Evaluation Study

Abstract

Background Educational games have been proven to support the teaching of various concepts across disciplines. Plagiarism is a major problem among undergraduate and postgraduate students at universities. Objective In this paper, we propose a game called Plagi-Warfare that attempts to teach students about plagiarism. Methods To do this at a level that is beyond quizzes, we proposed a game storyline and mechanics that allow the player (or student) to play as a mafia member or a detective. This either demonstrated their knowledge by plagiarizing within the game as a mafia member or catching plagiarists within the game as a detective. The game plays out in a 3D environment representing the major libraries of the University of Johannesburg, South Africa. In total, 30 students were selected to evaluate the game. Results Evaluation of the game mechanics and storyline showed that the student gamers enjoyed the game and learned about plagiarism. Conclusions In this paper, we presented a new educational game that teaches students about plagiarism by using a new crime story and an immersive 3D gaming environment representing the libraries of the University of Johannesburg.

Impact of artificial intelligence on human loss in decision making, laziness and safety in education

“…Many researchers have discussed the user’s perception of a technology (Vazhayil and Shetty, 2019 ), and many have emphasized its legislative and regulatory issues (Khan et al, 2014 ). Therefore, careful selection is necessary to adopt or implement any technology (Ahmad and Shahid, 2015 ). Once imagined in films, AI now runs a significant portion of the technology, i.e., health, transport, space, and business.…”

Academic dishonesty by students of bioethics at a tertiary institution in Australia: an exploratory study

“…Innovation is very essential in addressing plagiarism. Approaches such as the “3-step approach” (Ng and Yip 2019 ), “Plagiarism warfare” (Ade-Ibijola et al 2022 ) and the “Goblin Threat” (Kier 2019 ) have been shown to improve awareness of plagiarism. However, the students in our study were reminded of the unacceptability of plagiarism when the assignment was given.…”

Educational Games and Game-based Approaches in Higher Education: A Systematic Review (2014-2023)

“…Knowledge gain [Aynsley et al, 2018] [Agbo et al, 2021] [Checa et al, 2021] [Ade-Ibijola et al, 2022] [Hsbollah & Rosli, 2022] [Hsbollah & Rosli, 2022] [Krishnan et al, 2023 Enjoyment [Aynsley et al, 2018] [Atmaja et al, 2020] [ Ade-Ibijola et al, 2022] [Krishnan et al, 2023 Educational development [Mercer et al, 2017] [Romero & Kalmpourtzis, 2020 Behavioral change [Mercer et al, 2017][ Ibrahim et al, 2018 Educational tool [Pettit et al, 2015] [Mercer et al, 2017] [Padilla-Zea et al, 2022] [Andrew Tong & Hee, 2023] Better learning outcomes [Nardo & Gaydos, 2021] [Rosa-Castillo et al, 2023 improvement [Pettit et al, 2015] [Pettit et al, 2015] [Hsbollah & Rosli, 2022] [Andrew Tong & Hee, 2023 Motivation improvement [Pettit et al, 2015] [Доброскок et al, 2020] [Frevert & Di Fuccia, 2021] [Agbo et al, 2021] [Wan et al, 2021] [Vodenicharova, 2022][Ade-Ibijola et al, 2022] [Zhyhadlo, 2022] [Andrew Tong & Hee, 2023 Learning effectiveness [Aynsley et al, 2018…”

“…Table 5 Challenges of educational game used in higher education. Challenge Study Lead-in [Mercer et al, 2017] [Checa et al, 2021 Expected outcomes [Ibrahim et al, 2018] [Nardo & Gaydos, 2021] Usability [Checa et al, 2021] [Ade-Ibijola et al, 2022] [Imam et al, 2022 Game design [Imam et al, 2022] [Soboleva et al, 2023 Teacher training [Доброскок et al, 2020][Hauge et al, 2021] [Kornevs et al, 2023 Constructive alignment [Mercer et al, 2017] [Romero & Kalmpourtzis, 2020 As shown in Table 4, 2 articles show that learners may need lead-in in gamify learning. Students who use games as an educational tool for the first time may not complete self-guide, they need supervisor or coach in course to support them or give them tutorials both in technology and psychology and adapt to the new learning tool.…”