The current study investigates how the game points allocation function affects quality of responses and replaying behavior in a game-for-crowds implementation. In a series of experiments, we compare between two scoring designs across two types of users: students and public. Two reward- based mechanisms differing in the mathematical function were applied: linear (y=3x) vs. exponential (y=6ex). Findings highlight the nuances between repeated game rounds, types of users and quality contribution. We find support for the importance of the mathematical function of scores assignment as a motivator. Insights into the design of effective game-for-crowds for different target groups are discussed.