Designing Games to Teach Ethics

Lloyd, Peter; Poel, Ibo van de

doi:10.1007/s11948-008-9077-2

Cited by 38 publications

(35 citation statements)

References 19 publications

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“…Deepwater is an example of a business ethics game in which students experience how difficult it is to achieve the balance between rewards to oneself against risk to others using the real-life scenario of the BP oil disaster (ibid). There are examples of the use of case studies and role play (Lloyd & Van De Poel, 2008;Ricci & Markulis, 1990) and the development of scenarios. A current popular game in the US is the Core Values Simulation, which provides a platform for students to work in teams to discover how ethical decisions can affect the financials of a corporation (The Ethics Game, 2014).…”

Section: Simulated Games In Businessmentioning

confidence: 99%

It's All in the Game: A 3D Learning Model for Business Ethics

2015

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How can we improve business ethics education for the 21 st century? This study evaluates the effectiveness of a visual case exercise in the form of a 3D immersive game given to undergraduate students at two UK Universities as part of a mandatory Business Ethics module. We propose that due to evolving learning styles, the immersive nature of interactive games lends itself as a vehicle to make the learning of ethics more 'concrete' and 'personal' and therefore more engaging. To achieve this we designed and built an immersive 3D simulation game 1 in the style of a visual case. The effectiveness of the game was evaluated using a mixed methods approach measuring recognised and adapted constructs from the Technology Acceptance Model (TAM). Results demonstrate that students found the game beneficial to their learning of ethics with the development of knowledge and skills applicable to the real world and that they engaged with the process due to game elements. Findings demonstrate the potential for the development of simulated games to teach ethics at all levels and modes of delivery and the contribution of this type of visual case model as a pedagogic method.

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Section: Simulated Games In Businessmentioning

confidence: 99%

It's All in the Game: A 3D Learning Model for Business Ethics

2015

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“…Furthermore, the use of games and cases may come close to role-play. Lloyd and Van de Poel (2008) describe the application of a game, Delta Design, to teach engineering ethics in design education. These authors conclude that the success of the game lies in connecting practical action with theoretical discussions.…”

Section: Role-play As a Teaching Methods In Higher Educationmentioning

confidence: 99%

Role-playing institutional academic integrity policy-making: using researched perspectives to develop pedagogy

Löfström

2016

Int J Educ Integr

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This article describes research-based role-play on academic integrity. In the role-play, doctoral students negotiated the revision of an institutional integrity policy representing different groups of academics and students. On the one hand, role-play as a teaching method and learning activity demonstrated the difficulty of accommodating different perspectives; on the other, it showed the power and necessity of negotiation in matters that involve value judgments. The role-play is described in detail along with its underlying pedagogical foundations and its contextualisation in a doctoral summer school where it took place. The purpose of the article is to describe how academic integrity was approached through role-play and to discuss theoretical and pedagogical foundations of role-play in teaching academic integrity. Although the article does not describe empirical research on role-play as a teaching method, it demonstrates how role-play in teaching academic integrity was developed based on prior research on the topic.

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“…Using games to teach engineering ethics exploits also the parallelism between ethical decisions and design decisions: both are processes that very deliberately weigh up the value of alternative solutions (Lloyd and van de Poel 2008). As such, they are largely dependent on the agent's ability to imagine, since the role of imagination is essential to the process of deliberation, as Dewey (1922) argued, in that it allows the agent to 'experiment' in advance with the consequences of alternative situations.…”

Section: Related Workmentioning

confidence: 99%

Teaching Ethics to Engineers: A Socratic Experience

Génova

González

2015

Sci Eng Ethics

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In this paper we present the authors' experience of teaching a course in Ethics for Engineers, which has been delivered four times in three different universities in Spain and Chile. We begin by presenting the material context of the course (its place within the university program, the number of students attending, its duration, etc.), and especially the intellectual background of the participating students, in terms of their previous understanding of philosophy in general, and of ethics in particular. Next we set out the objectives of the course and the main topics addressed, as well as the methodology and teaching resources employed to have students achieve a genuine philosophical reflection on the ethical aspects of the profession, starting from their own mindset as engineers. Finally we offer some results based on opinion surveys of the students, as well as a more personal assessment by the authors, recapitulating the most significant achievements of the course and indicating its underlying Socratic structure.

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Designing Games to Teach Ethics

Cited by 38 publications

References 19 publications

It's All in the Game: A 3D Learning Model for Business Ethics

It's All in the Game: A 3D Learning Model for Business Ethics

Role-playing institutional academic integrity policy-making: using researched perspectives to develop pedagogy

Teaching Ethics to Engineers: A Socratic Experience

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