[S] The quizzical failure of a nudge on academic integrity education: a randomized controlled trial

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dc.contributor.authorAllard, Aurélien
dc.contributor.authorArmond, Anna Catharina Vieira
dc.contributor.authorGoddiksen, Mads Paludan
dc.contributor.authorJohansen, Mikkel Willum
dc.contributor.authorLoor, Hillar
dc.contributor.authorSchöpfer, Céline
dc.contributor.authorVarga, Orsolya
dc.contributor.authorClavien, Christine
dc.contributor.authorVarga Orsolya Edit (1977-) (docens)
dc.contributor.submitterdepNépegészség-és Járványtani Intézet -- 22
dc.contributor.submitterdepÁOK
dc.contributor.submitterdepDebreceni Egyetem
dc.date.accessioned2024-05-30T13:28:20Z
dc.date.available2024-05-30T13:28:20Z
dc.date.oa2024-09-16
dc.date.updated2024-05-30T13:28:20Z
dc.description.abstractBackgroundStudies on academic integrity reveal high rates of plagiarism and cheating among students. We have developed an online teaching tool, Integrity Games (https://integgame.eu/), that uses serious games to teach academic integrity. In this paper, we test the impact of a soft intervention - a short quiz - that was added to the Integrity Games website to increase users' interest in learning about integrity. Based on general principles of behavioral science, our quiz highlighted the intricacy of integrity issues, generated social comparisons, and produced personalized advice. We expected that these interventions would create a need for knowledge and encourage participants to spend more time on the website.MethodsIn a randomized controlled trial involving N = 405 students from Switzerland and France, half of the users had to take a short quiz before playing the serious games, while the other half could directly play the games. We measured how much time they spent playing the games, and, in a post-experimental survey, we measured their desire to learn about integrity issues and their understanding of integrity issues.ResultsContrary to our expectations, the quiz had a negative impact on time spent playing the serious games. Moreover, the quiz did not increase participants' desire to learn about integrity issues or their overall understanding of the topic.ConclusionsOur quiz did not have any measurable impact on curiosity or understanding of integrity issues, and may have had a negative impact on time spent on the Integrity games website. Our results highlight the difficulty of implementing behavioral insights in a real-world setting.Trial registrationThe study was preregistered at https://osf.io/73xty.
dc.description.correctorkzs
dc.identifier.citationResearch Integrity and Peer Review. -8 : 1 (2023), p. 1-13. -Res Integr Peer Rev. -2058-8615
dc.identifier.doi10.1186/s41073-023-00139-z
dc.identifier.issn2058-8615
dc.identifier.opachttps://ebib.lib.unideb.hu/ebib/CorvinaWeb?action=cclfind&resultview=long&ccltext=idno+BIBFORM121574
dc.identifier.urihttps://hdl.handle.net/2437/370635
dc.identifier.urlhttps://researchintegrityjournal.biomedcentral.com/articles/10.1186/s41073-023-00139-z
dc.languageeng
dc.rights.accessopen access journal
dc.rights.ownerszerző
dc.subject.otheridegen nyelvű folyóiratközlemény külföldi lapban
dc.subject.otherMoral educationAcademic integrityNudgesBehavioural insights
dc.title[S] The quizzical failure of a nudge on academic integrity education: a randomized controlled trial
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