Based on the limited examples provided, students do not appear to run out of tokens. In a first-year engineering course, 69% of students used at least one token in the course, and a grand total of 41% of available tokens in the course were used by the end . On any given assignment in this engineering course, at least one student chose to use a token, and the number of students who used a token on an assignment increased as the term progressed. Kelz, et al. found that only four of ninety-nine students used all of their tokens . Dennen and Bagdy indicated that few students used all of the provided tokens, and those who did chose specifically to do so . With one exception in which students can trade tokens for candy , authors did not report rewarding students for tokens left over at the end of a course. Despite this lack of reward, two publications reported that students display token hoarding behaviors . One instance of "gaming the system" was described, in which a team of students working on a group project opted to submit work that did not display a good-faith effort at completion and then replace the missing credit for that work with a token . The authors stated that this "gaming the system" was done to gain more time to work on another aspect of the course. Current learning management system (LMS) options are not designed to support specifications grading and do not provide tools to support a token system. However, a placeholder assignment or ungraded quizzes in the course LMS can be used to track students' tokens. Alternatively, token usage can be tracked using an online form with a spreadsheet alone or in combination with an LMS placeholder assignment .