Update Jan 16 – Please note that today’s maintenance has now been completed and Grand Theft Auto Online is back up and running. Thanks again everyone for your patience. A common concern about online courses, and especially online tests or exams, is that students will be able to cheat. It can be uncomfortable moving from a face-to-face to an online environment; you can’t see your students in front of you anymore, so how do you know that they aren’t cheating?

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No matter the game, players will always get around the rules—and they'll find some of the most ridiculous and creative ways they can possibly cheat to get their way. From using specialized bots to gaming the system with scripts, cheaters sometimes prosper, but they do end up getting caught. League of Legends is a game that's routinely plagued by cheaters who will always find a way to break bad. Here are some of the most creative ways they've done it.

Running scripts

It's possible to write in-game scripts for League of Legends in order to automate mechanics that humans aren't able to mimic as quickly or efficiently. Some scripts can detect the path of a skillshot, or one of the abilities you can use in League of Legends, and allow your character to automatically dodge it. Typically, they make it so that your characters perform actions on their own, aided by the PC itself, and are essentially unstoppable. Obviously this makes things extremely difficult for others who opt to play fairly. While it isn't creative to run a script, you do have to be creative enough to not get caught, as high-level players can suss out the fact that you're cheating and report you.

Map zooming

This might seem obvious, but seeing everything on the map can make or break things for you in certain League of Legends situations. That's where the map zooming hack comes in. You normally can't see the entire map while you're playing in-game, but certain hacks allow players to see everything that's going on, allowing for better tactical advantages that offer players a leg up over the competition. It's also difficult (if not impossible) to be detected by other players, so if you decide to use this method, they'll likely be left wondering if there's something you're hiding—or if you're just that good.

Botting

You've probably heard the term 'botting' before in reference to other online games, especially titles like World of Warcraft—or virtually any other MMO. Bots are computer-controlled or AI characters that you usually utilize for practice or for filling up a team when you need additional players. Of course, the very same word also refers to processes used to automate their experience, allowing them to perform tasks with enhanced accuracy, accumulate levels and experience in a manner inconsistent with normal play. Using bots is similar to scripting, but not entirely the same. You can run both in tandem, which makes for an even deadlier combination when it comes to ensuring others can't get past you.

Range-altering hacks

Obviously, most attacks aren't meant to be infinitely far-reaching. If they were, you'd have no trouble inflicting damage on enemies when they weren't directly in your line of sight—and here's where range-altering hacks come in handy. Suddenly, an enemy that's in another lane can be obliterated without you ever having to get near them, which keeps you out of the line of fire. It's an intelligent choice to remain safe while launching your own offensives on enemies, and one of the best ways to ensure opponents are kept guessing. You're effectively keeping your opponents in the dark, and they might not even think to check if you're cheating.

Of the many obstacles that online learning presents, combatting academic dishonesty is among the most challenging. It is hard to envision a scenario where a student completes an online quiz (or test) without using their phone, tablet, or other device to look up the answers, or ‘share’ those answers with other students. Those of us that teach online have experimented with lockdown browsers, randomized questions, and anything else we can find to try to ‘defeat’ the students in their quest to cheat. One potential solution is worth exploring: open-book testing.

Instead of wasting valuable time to deter cheating, open-book tests shift the onus of responsibility onto the students themselves. They are the ones that must track down answers and page through online notes. That doesn’t, however, mean we should wave the white flag. Random question generation, and randomized responses are still good techniques to employ. But coupled with an open book test, they can challenge students and reduce the relative value of cheating.

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Cheating becomes an appealing option when the response to a question is one that can be easily Googled. A student need not read single chapter or attend any classes, if they know their smartphone will come to their rescue. An open-book test, with challenging questions that refer directly to the course material, can help minimize the problem. Here are some tips:

• Draw specifically on course content/lectures. Asking students a basic identification question will send them straight to Wikipedia. Instead, ask them to analyze the author’s argument on page 34, or interpret the results shown in a diagram.

• Keep the time tight. When time is limited students won’t be able to blindly scavenge the course notes for the answer. They will recognize the need to prepare and have some familiarity with the material or they will simply run out of time.

• Make the questions tough. Use distracter questions that closely resemble the correct answer. Students will need more than a passing glance at the material to locate the correct response. Use application and analysis questions that challenge students to fully understand and synthesize the concepts related to the learning outcomes.

• Recognize collaboration. Randomize questions so the same ones do not appear in the same order for each student. The effect of randomized questions is that two students, sitting side by side, will receive different sets of questions. This ostensibly eliminates the benefit from working together. However, if we encourage students to complete the quiz with a classmate, they will find themselves navigating their notes together and collaborating to identify the correct answer. Well I hesitate to mention it, but that sounds a lot like studying!

• Tell students you know they have access to their resources. Now it’s out in the open. It is puzzling that if students know that a test is open-book, they often assume that there is no studying required. By communicating your expectation, practicing a few questions with them (online or in-class), this tells them they need to study. Anytime I can encourage my students to interact with lecture notes, videos and textbook chapters, it’s a win for me (learning outcomes) and a win for them (they study).

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“But they aren’t learning anything that way!” you say. Aren’t they? It is true that they aren’t memorizing things and recalling them later. But that isn’t necessarily our ultimate goal. Our goal, when it comes to assessments, is to measure our student’s achievement of the course learning outcomes. If open book tests can help, why not give them a try?

Matt Farrell is a Professor in The School of Language and Liberal Studies at Fanshawe College in London, Ontario. He has extensive experience with face-to-face, blended, and online delivery.