The quizzical failure of a nudge on academic integrity education: a randomized controlled trial.

Aurélien Allard, Anna Catharina Vieira Armond, Mads Paludan Goddiksen, Mikkel Willum Johansen, Hillar Loor, Céline Schöpfer, Orsolya Varga, Christine Clavien
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Abstract

Background: Studies 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.

Methods: In 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.

Results: Contrary 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.

Conclusions: Our 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 registration: The study was preregistered at https://osf.io/73xty .

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推动学术诚信教育的奇怪失败:一项随机对照试验。
背景:对学术诚信的研究表明,学生的抄袭和作弊率很高。我们开发了一个在线教学工具,诚信游戏(https://integgame.eu/),它使用严肃的游戏来教授学术诚信。在本文中,我们测试了软干预的影响-一个简短的测验-被添加到诚信游戏网站,以提高用户学习诚信的兴趣。基于行为科学的一般原则,我们的测验突出了诚信问题的复杂性,产生了社会比较,并提供了个性化的建议。我们期望这些干预措施会产生对知识的需求,并鼓励参与者花更多的时间在网站上。方法:在瑞士和法国的N = 405名学生的随机对照试验中,一半的用户在玩严肃游戏之前需要做一个简短的测试,而另一半则可以直接玩游戏。我们测量了他们玩游戏的时间,在实验后的调查中,我们测量了他们学习诚信问题的愿望以及他们对诚信问题的理解。结果:与我们的预期相反,测验对玩严肃游戏的时间有负面影响。此外,测验并没有增加参与者学习诚信问题的愿望,也没有增加他们对这个话题的整体理解。结论:我们的测试并没有对好奇心或对诚信问题的理解产生任何可衡量的影响,而且可能会对人们在诚信游戏网站上花费的时间产生负面影响。我们的研究结果强调了在现实世界中实施行为洞察的困难。试验注册:该研究在https://osf.io/73xty上进行了预注册。
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