Although gaming the system, a behavior in which students attempt
to solve problems by exploiting help functionalities of digital learning envi-
ronments, has been studied across multiple learning environments, little research
has been done to study how (and whether) gaming manifests differently across
populations of students and learning environments. In this paper, we study the
differences in usage of 13 different patterns of actions associated with gaming
the system by comparing their distribution across different populations of stu-
dents using Cognitive Tutor Algebra and across students using one of three
learning environments: Cognitive Tutor Algebra, Cognitive Tutor Middle
School and ASSISTments. Results suggest that differences in gaming behavior
are more strongly associated to the learning environments than to student
populations and reveal different trends in how students use fast actions, similar
answers and help request in different systems.