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.

Our approach was shaped by several key factors:

• The need to promote and encourage a culture of research ethics and integrity across the academic community while improving knowledge and awareness of ethical challenges.
• A desire to create a more interactive and innovative training platform that is both engaging and educational, improving learner retention.
• The increasing shift towards digital learning, which requires enhanced digital literacy and creative, tech-based solutions to support self-directed learning.

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.

Ultimately, the project aimed to support the academic community in building a culture of research ethics while also enhancing the participants’ digital literacy and critical thinking skills.

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. This step included gathering input from students, academic staff, and other stakeholders to ensure the training content was relevant, practical, and relatable.

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:

1. A multi-choice quiz-based platform developed by a professional service.
2. A narrative-driven visual novel using advanced computational tools (AVINA).
3. A pilot game created in RenPy, incorporating Python programming and generative models.
4. A Mario-style game developed in Unity, where players collect answers to academic integrity challenges.

Workshops and meetings led by students allowed for co-creation and feedback, fostering a sense of ownership and ensuring the outcomes reflected the needs and perspectives of the community. A final test day will further refine these modules and collect feedback.

Results

The project delivered several tangible outcomes:

• Scenarios and games - Over 150 scenarios were developed and integrated into multiple gamified training modules. Each game explored different approaches to engaging users, from multi-choice quizzes to narrative-driven visual novels and interactive platformers.
• Increased awareness - Students and staff reported a greater understanding of academic integrity principles and ethical challenges, equipping them to navigate real-world dilemmas.
• Enhanced digital skills - Participants developed digital literacy through their engagement with gamified tools, coding, and testing processes.
• Broader engagement - The project was presented at two conferences, including the Microbial Society conference in Edinburgh (April 2024), where an interactive poster attracted significant interest. Additionally, the AVINA project has been accepted as an oral presentation at iLRN 2025 in Chicago (Immersive Learning Research Network conference), demonstrating its potential for immersive learning.

Short-term impacts include increased awareness and engagement with ethics training. Long-term impacts involve reducing research misconduct and fostering digital and critical thinking skills that extend beyond the project’s timeline. The collaborative approach also strengthened interdisciplinary engagement, paving the way for future innovations.

Resources

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

• Scenario database. A repository of 150+ ethical dilemmas that can be adapted for various training contexts and available in the open-source platform GitHub.
• Gamified modules. Publicly accessible versions of the games developed during the project, including:

The MCQ-based online platform with open-source code for further development.

AVINA (Automatic Visual Novel Generator) using LLMs for adaptive storytelling.

The RenPy-based narrative game, designed as an engaging introductory ethics tool.

The Unity-based platformer featuring interactive Mario-style gameplay.

• Conference presentations. Insights and results from the project were shared at the Microbial Society conference and will be presented at iLRN 2025, 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.