Graduate students usually lack sufficient ability to read academic papers effectively and efficiently. For facilitating their reading comprehension, this study adopts summarization as a main reading strategy under the scaffold of keyword evaluation. Furthermore, this study attempts to transform summarization into a group-based educational game by incorporating keyword auction mechanisms. The research purpose is to investigate how first-year graduate students react to such an educational game when they are required to summarize a section of a real journal paper. The results indicate that they improve the completeness of the summaries without decreasing their conciseness after the game. Besides, the analysis of their prior summaries suggests that graduate students may lack the ability of structure analysis, idea integration and argumentation. Additionally, the results also show that there are positive relationships among the students' evaluation, experts' evaluation, auction behaviors and frequencies in summaries of the keywords, suggesting that students' keyword evaluation may change their decision-making behaviors and the quality of their final summaries.