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Teaching engineering ethics using BLOCKS game.

Shiew Wei Lau1, Terence Peng Lian Tan, Suk Meng Goh

  • 1School of Engineering and Science, Curtin University Sarawak Malaysia, Sarawak, Malaysia. lau.shiew.wei@curtin.edu.my

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Summary

A new design game, BLOCKS, effectively enhanced ethical awareness in chemical engineering students. The game, combined with the Challenger disaster case study, strengthened students' ethical decision-making perspectives.

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Area of Science:

  • Engineering Education
  • Ethics in Engineering
  • STEM Pedagogy

Background:

  • Engineering curricula often lack robust methods for teaching ethical responsibilities.
  • Student awareness of ethical dilemmas can be improved through experiential learning.
  • The Challenger disaster serves as a critical case study for engineering ethics.

Purpose of the Study:

  • To evaluate the effectiveness of the BLOCKS design game in fostering ethical awareness among chemical engineering students.
  • To assess how simulated ambiguity and real-world ethical failures impact student decision-making.
  • To measure changes in students' ethical viewpoints following game-based learning and case study analysis.

Main Methods:

  • Seventeen chemical engineering student teams participated in the BLOCKS design game, involving arrangement tasks and simulated technical ambiguity.
  • An ethical scenario mirroring the Challenger disaster's pre-launch conditions was introduced.
  • Student opinions on ethical statements were surveyed using a Five-Item Likert scale before the game, after the ethical scenario, and post-discussion.

Main Results:

  • The BLOCKS game successfully simulated ethical challenges faced by engineers.
  • Introduction of ambiguity and the Challenger incident video prompted student deliberation on design choices.
  • Post-intervention surveys indicated a general strengthening of students' ethical opinions.

Conclusions:

  • The BLOCKS design game, integrated with real-world ethical case studies, is a valuable tool for enhancing engineering students' ethical responsibility awareness.
  • Experiential learning combined with historical incident analysis can significantly influence ethical perspectives in future engineers.
  • Simulating ambiguity in design tasks prepares students for complex ethical decision-making in their professional careers.