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  1. Game Mechanisms for Training Moral Sensitivity: A Research Design.Katsarov Johannes, Seidenberg Manasseh & Christen Markus - unknown
    The competence of moral sensitivity is increasingly regarded as key for the morality of people's social and professional behavior. However, specialized training strategies have yet to be developed. Training moral sensitivity through video games seems to be a particularly promising approach. This paper presents a research design for a strategic evaluation of numerous game mechanisms concerning their ability to support the development of moral sensitivity. In the first step, the competence of moral sensitivity is broken down into more concrete sub-competences (...)
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  • Training Moral Sensitivity Through Video Games: A Review of Suitable Game Mechanisms. [REVIEW]Katsarov Johannes, Christen Markus, Schmocker David, Tanner Carmen & Mauerhofer Ralf - forthcoming - Games and Culture.
    The goal of this study is to support game designers in the selection and implementation of game mechanisms to promote players’ moral sensitivity. A lack of moral sensitivity may lead people to behave unethically, without awareness for their actions’ moral implications. In this study, we conduct a theory-based evaluation of 20 distinct game mechanisms in view of their potential to promote moral sensitivity. Moral sensitivity is thereby operationalized in terms of three learning outcomes: Empathic concern for relevant groups, alertness to (...)
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  • Measuring Morality in Videogames Research.Malcolm Ryan, Paul Formosa, Stephanie Howarth & Dan Staines - 2020 - Ethics and Information Technology 22 (1):55-68.
    There has been a recent surge of research interest in videogames of moral engagement for entertainment, advocacy and education. We have seen a wealth of analysis and several theoretical models proposed, but experimental evaluation has been scarce. One of the difficulties lies in the measurement of moral engagement. How do we meaningfully measure whether players are engaging with and affected by the moral choices in the games they play? In this paper, we survey the various standard psychometric instruments from the (...)
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  • ‘Wicked Problems’ as Catalysts for Learning in Educational Ethics Games.Aline Nardo & Matthew Gaydos - 2021 - Ethics and Education 16 (4):492-509.
    ABSTRACT In this paper we discuss the potential of digital games to create meaningful educational experiences that contribute to the learning of ethics in higher education Science, Technology, Engineering and Mathematics degrees. We describe the design of a new digital ethics game with a focus on the challenges we encountered when applying existing theoretical frameworks for educational games and propose ways to address these challenges. We contend that existing design frameworks fail to account for the ‘wickedness’ of ethical problems – (...)
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  • Design Bioethics, Not Only as a Research Tool but Also a Pedagogical Tool.Christine Clavien, Samia Hurst, Mathieu Nendaz, Marie-Claude Audétat & Julia Sader - 2021 - American Journal of Bioethics 21 (6):69-71.
    As highlighted by Pavarini et al., researchers in the field of bioethics have to remain critical and reflexive on the methodology and on the tools they use for their research purpose because...
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  • Design Bioethics: A Theoretical Framework and Argument for Innovation in Bioethics Research.Gabriela Pavarini, Robyn McMillan, Abigail Robinson & Ilina Singh - 2021 - American Journal of Bioethics 21 (6):37-50.
    Empirical research in bioethics has developed rapidly over the past decade, but has largely eschewed the use of technology-driven methodologies. We propose “design bioethics” as an area of conjoined theoretical and methodological innovation in the field, working across bioethics, health sciences and human-centred technological design. We demonstrate the potential of digital tools, particularly purpose-built digital games, to align with theoretical frameworks in bioethics for empirical research, integrating context, narrative and embodiment in moral decision-making. Purpose-built digital tools can engender situated engagement (...)
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  • Integrating Emotion and Other Nonrational Factors Into Ethics Education and Training in Professional Psychology.Yesim Korkut & Carole Sinclair - 2020 - Ethics and Behavior 30 (6):444-458.
    ABSTRACT Any professional or scientific discipline has a responsibility to do what it can to ensure ethical behavior on the part of its members. In this context, this paper outlines and explores the criticism that to date the emphasis in ethics training in professional psychology, as with other disciplines, has been on the rational elements of ethical decision making, with insufficient attention to the role of emotions and other nonrational elements. After a brief outline of some of the historical background (...)
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  • Role-Playing Computer Ethics: Designing and Evaluating the Privacy by Design (PbD) Simulation.Katie Shilton, Donal Heidenblad, Adam Porter, Susan Winter & Mary Kendig - 2020 - Science and Engineering Ethics 26 (6):2911-2926.
    There is growing consensus that teaching computer ethics is important, but there is little consensus on how to do so. One unmet challenge is increasing the capacity of computing students to make decisions about the ethical challenges embedded in their technical work. This paper reports on the design, testing, and evaluation of an educational simulation to meet this challenge. The privacy by design simulation enables more relevant and effective computer ethics education by letting students experience and make decisions about common (...)
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  • Using Frankenstein-Themed Science Activities for Science Ethics Education: An Exploratory Study.Areej Mawasi, Peter Nagy, Ed Finn & Ruth Wylie - forthcoming - Journal of Moral Education:1-17.
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  • Four Lenses for Designing Morally Engaging Games.Malcolm Ryan, Dan Staines & Paul Formosa - 2016 - Proceedings of 1st International Joint Conference of DiGRA and FDG.
    Historically the focus of moral decision-making in games has been narrow, mostly confined to challenges of moral judgement (deciding right and wrong). In this paper, we look to moral psychology to get a broader view of the skills involved in ethical behaviour and how they may be employed in games. Following the Four Component Model of Rest and colleagues, we identify four “lenses” – perspectives for considering moral gameplay in terms of focus, sensitivity, judgement and action – and describe the (...)
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