Baker, R.S.J.d., de Carvalho, A.M.J.A., Raspat, J., Aleven, V., Corbett, A.T., Koedinger, K.R. (2009) Educational Software Features that Encourage and Discourage "Gaming the System". Proceedings of the 14th International Conference on Artificial Intelligence in Education, 475-482.
In the published version of this article, we reported that lessons with no problem scenarios (and thus no interest-increasing text) were gamed significantly more than lessons with problem scenarios.
This was incorrect, due to an analysis error.
The correct interpretation of the data is: Lessons with no problem scenarios (and thus no interest-increasing text) were gamed significantly less than would be predicted solely from their degree of text. In other words, having less text (if there was any text at all) was associated with significantly more gaming, but problems with no text at all were less frequently gamed than would be predicted solely from their degree of text.
Our apologies for the error.
A corrected version of this article is available online at http://www.wpi.edu/~rsbaker/BDRACK-v37.pdf