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Design, development, and evaluation of a second generation interactive Simulator for Engineering Ethics Education

Michael Alfred1, Christopher A Chung

  • 1Department of Industrial Engineering, University of Houston, Eng. Bldg. 2, E215, Houston, TX 77204-4812, USA.

Science and Engineering Ethics
|June 3, 2011
PubMed
Summary

The second generation engineering ethics simulator, using a mathematical model of engineers' experiences, significantly improved student knowledge by 59% and teaching effectiveness by 19% compared to online resources.

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Area of Science:

  • Engineering Ethics Education
  • Educational Technology
  • Simulation-Based Learning

Background:

  • The first generation simulator (Chung and Alfred, 2009) used a prescriptive model based on the National Society of Professional Engineers' Code of Ethics.
  • Interactive simulators offer a first-person perspective for students to navigate ethical dilemmas in engineering.

Purpose of the Study:

  • To describe the development and effectiveness of a second-generation interactive simulator for engineering ethics education.
  • To evaluate the impact of a novel mathematical model based on real engineer experiences in ethical situations.

Main Methods:

  • Development of a second-generation simulator employing a mathematical model derived from actual engineer experiences.
  • Students engage in first-person scenarios, gathering data, assessing situations, and making decisions.
  • Incorporation of feedback mechanisms related to decision effectiveness and professional career impact.

Main Results:

  • A 59% increase in overall student knowledge regarding engineering ethics.
  • A 19% improvement in teaching effectiveness compared to an Internet-based engineering ethics resource.
  • Statistical comparisons demonstrate the enhanced efficacy of the new simulator model.

Conclusions:

  • The second-generation simulator represents a significant advancement in interactive engineering ethics education.
  • The mathematical model and feedback system enhance learning outcomes and teaching effectiveness.
  • This approach provides a more realistic and impactful learning experience for engineering students.