Plagiaruedo*: teaching of academic integrity through a ‘whodunnit’ game (*any likeness to other games is intentional!)

Authors

DOI:

https://doi.org/10.47408/jldhe.vi32.1415

Keywords:

academic integrity, plagiarism, playful learning, game-based learning

Abstract

An academic crime has been committed – someone has been caught plagiarising!

Did Prof. Crastinator forget quotation marks due to poor time management, or did Larry Lastminute deliberately cheat by submitting text generated by artificial intelligence (AI)?

This workshop invited delegates to play ‘Plagiaruedo’, a board game designed and used to raise students’ awareness of academic integrity. In the game, participants visited departments of the University of Portsmouth, tasked with figuring out who plagiarised, how they did it and why they did it, before submitting their answer to ‘Turnitin’ … but beware – an incorrect answer meant failing the assignment!

Academic integrity is often regarded as a serious topic, making it potentially challenging to teach without resorting to dry or even punitive materials. Through Plagiaruedo, presenters hoped to challenge traditional teaching methods and play with a subject matter that is not traditionally played with (Sicart, 2014), creating an open learning environment that encourages students to try something new (Whitton and Moseley, 2019). Presenters reflected on experimenting with their Learning Development (LD) practice and finding that play has purpose within higher education (James, 2019).

Following the game, delegates were asked for feedback on using Plagiaruedo as a catalyst for subsequent academic integrity activities, before the presenters shared their own in-class examples. Feedback from this ‘playtest’ will help improve future iterations of Plagiaruedo. Playfully-minded colleagues had the opportunity to join presenters for a potential research project about perceptions of the game, to enhance the evidence base for playful learning in higher education.

Author Biographies

Ian Johnson, University of Portsmouth

Ian Johnson has been a Learning Developer at University of Portsmouth since 2015 and is now a teaching fellow in LD. Ian recently completed his professional doctorate on the framing and value of LD in British higher education, and has research interests in how embedded and individualised LD practices contribute to students’ learning. He has led ALDinHE’s Research and Scholarship Development working group since August 2023 and is part of the steering group, having previously established and led the Research Community of Practice from 2020-2023.

Laura Barclay , University of Portsmouth

Laura Barclay is a teaching fellow in Learning Development in the Faculty of Humanities and Social Sciences at the University of Portsmouth, with seven years’ experience in Learning Development roles. Laura is currently undertaking a doctorate in education focusing on the application of playful learning in higher education. The project investigates the student experience of learning French through musical theatre. Laura is chair of the ALDinHE events group and a member of the steering group.

References

James, A. (2019) ‘Making a case for the playful university’, in A. James and C. Nerantzi (eds) The Power of Play in Higher Education, Cham, Switzerland: Palgrave Macmillan, pp.1-19.

Sicart, M. (2014) Play Matters. Cambridge, MA: The MIT Press.

Whitton, N. and Moseley, A. (2019) ‘Play and learning in adulthood’, in N. Whitton and A. Moseley (eds) Playful Learning, Abingdon: Routledge, pp.11-24.

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Published

31-10-2024

How to Cite

Johnson, I. and Barclay , L. (2024) “Plagiaruedo*: teaching of academic integrity through a ‘whodunnit’ game (*any likeness to other games is intentional!)”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1415.