Program Overview

Introduction to the Gamified Academic Integrity and Ethical Practices Project

The Gamified Academic Integrity and Ethical Practices project is a Learning Enhancement initiative funded through the Strategic Alignment of Teaching and Learning Enhancement (SATLE) with support from the National Forum/HEA. This project aims to develop a gamified online training module to empower students and academics in understanding and practicing academic integrity and ethical principles.

Project Overview

• Project Title: Gamified Academic Integrity and Ethical Practices: Online Training Module to Empower Students and Academics
• Project Coordinator: Dr. Guerrino Macori, School of Biology and Environmental Science
• Collaborators: Dr. Robert Johnson, Prof. Séamus Fanning, Katie Wall, Olateju Idowu, Shekemi Denuga, Caoimhe Doyle, and Muireann O'Connor
• Target Audience: Research students, faculty, and staff

Background

This project was developed in response to the need for engaging and stimulating training on research ethics and integrity for students and staff within academic institutions. Academic integrity and ethical practices are vital for ensuring high-quality research and fostering a trustworthy academic environment. However, traditional training often lacks interactivity and real-world applicability, resulting in limited engagement and retention among participants.

Goals

The primary aim of the project was to develop a gamified online training module that would engage students and academic staff while enhancing their understanding of academic integrity and ethical practices. The key objectives included:

• Creating an interactive, gamified training experience to improve awareness and knowledge of academic integrity.
• Equipping participants with the ability to identify and respond to ethical dilemmas in real-world scenarios.
• Reducing instances of academic misconduct by fostering a deeper understanding of ethical principles.

Approach

• Student engagement and collaboration were central to this project. A project team comprising students from diverse backgrounds, faculty members, and instructional designers was established to ensure a participatory approach.
• The project began with focus groups and a needs analysis to identify gaps in existing academic integrity training.
• Scenarios were collaboratively developed, resulting in over 150 ethical dilemmas. Students played a key role in designing and validating these scenarios to ensure they resonated with their peers.
• These scenarios were then incorporated into four gamified training modules, including a multi-choice quiz-based platform, a narrative-driven visual novel, a pilot game created in RenPy, and a Mario-style game developed in Unity.

Results

The project delivered several tangible outcomes:

• Scenarios and games: Over 150 scenarios were developed and integrated into multiple gamified training modules.
• Increased awareness: Students and staff reported a greater understanding of academic integrity principles and ethical challenges.
• Enhanced digital skills: Participants developed digital literacy through their engagement with gamified tools, coding, and testing processes.
• Broader engagement: The project was presented at conferences, demonstrating its potential for immersive learning.

Resources

The following resources and outputs are available to support others interested in similar projects:

• Scenario database: A repository of 150+ ethical dilemmas available in an open-source platform.
• Gamified modules: Publicly accessible versions of the games developed during the project.
• Conference presentations: Insights and results from the project were shared at conferences, providing inspiration and examples for others.
• Contacts and expertise: The project team includes instructional designers, students, and faculty members with experience in gamification, coding, and ethics training, who can provide guidance for similar initiatives.