ADITHO – A Serious Game for Training and Evaluating Medical Ethics Skills

Learning Information Ethical Decision Making With a Simulation Game

“…The highly self-directed nature of playing games also provides both novice and expert learners with opportunities to learn and explore at their own paces ( Prensky, 2003 ; Rush, 2014 ). By using games to teach the specific subject matter of information ethics, previous endeavors mainly focused on the realistic and simulated scenarios afforded by serious games, which could provide personalized experiences for learners and repetitive practice in making ethical decisions ( Winter and McCalla, 1999 ; Hodhod et al, 2009 ; Lorenzini et al, 2015 ; Xenos and Velli, 2018 ). The contexts and rules of the real world can be simulated in such games to provide learners with practical scenarios ( Zagal, 2009 ) for practicing decision making and problem-solving ( Hodhod et al, 2011 ).…”

“…But compared with the rapidly growing number of studies on gaming media or interfaces ( Fu et al, 2022 ) or the gaming industry ( Sotamaa, 2021 ), empirical research efforts on serious games in disciplinary learning, especially the consideration of professional ethics in information ethics education, remain scarce. Previous empirical studies focused mainly on the general ethical issues, contexts, and skills within experience-based field practices such as hospitals ( Lorenzini et al, 2015 ), the software engineering industry ( Xenos and Velli, 2018 ), and citizen ethics ( Hodhod et al, 2011 ; Bagus et al, 2021 ). Considering the rapid and extensive changes in information, technology, society, and ethics itself ( Capurro, 2006 ), more up-to-date connections to professional ethics are greatly needed for learning, and more proven design methodologies for instruction are required in professional education and training ( McKenzie and McCalla, 2009 ; Mora et al, 2017 ).…”

Validation and Psychometric Properties of the Gameplay-Scale for Educative Video Games in Spanish Children

“…A complementary approach is the presence questionnaire proposed in Witmer and Singer [24] to measure the subjective experience of being in one virtual environment. This questionnaire has been adopted in Lorenzini et al [23] and its items are organized into six subscales: Sensory exploration, involvement, interface awareness, control responsiveness, reality/fidelity, and adjustment/adaptation. The questionnaire addresses the sensation of presence during the user experience in the virtual environment in a comprehensive manner, but does not include the rest of the elements of a video game: Story, challenges, characters, etc.…”

“…This approach, followed in Johnsen et al [19], is structured as a set of representative measures: Across-model domain function saturation, within-model domain function saturation, learnability, efficiency, error prevention and recovery, and user impression of how useful, usable, and likable the system is. Another interesting proposal in this line is the System Usability Scale (SUS) in Brooke [25], which is followed in Lorenzini et al [23], Boletsis and McCallum [29], and Vallejo et al [30].…”