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Related Experiment Video

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The Collective Trust Game: An Online Group Adaptation of the Trust Game Based on the HoneyComb Paradigm

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Learning Information Ethical Decision Making With a Simulation Game.

Weijane Lin¹, Jui-Ying Wang², Hsiu-Ping Yueh^3,4

¹Department of Library and Information Science, National Taiwan University, Taipei, Taiwan.

Frontiers in Psychology

|July 11, 2022

Summary

This summary is machine-generated.

Serious games effectively teach information ethics. Playing a simulation game significantly improved college students' knowledge and decision-making skills regarding privacy, accuracy, property, and accessibility in informatics.

Keywords:

ethical decision making information ethics information literacy serious game design simulation game

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Area of Science:

Computer Science Education
Information Ethics
Serious Game Design

Background:

Information ethics education presents challenges due to complex decision-making and conflicting desires.
Traditional curricula may not adequately address the nuanced nature of ethical dilemmas in informatics.

Purpose of the Study:

To illustrate the design process of a situated serious game for information ethics learning.
To evaluate the effectiveness of a serious game in enhancing ethical knowledge and judgment among pre-service informaticists.

Main Methods:

Development of a simulation game with four mission scenarios (privacy, accuracy, property, accessibility).
Participants: 40 college students in information and computer science.
Analysis of game experiences, decision-making processes, and behavioral features (paths, time, material access).

Main Results:

Significant improvement in participants' information ethics knowledge post-gameplay.
Qualitative analysis indicated enhanced understanding, analysis, synthesis, and evaluation of ethical issues.
Game design supported improved judgment in complex ethical scenarios.

Conclusions:

Situated serious games offer an effective pedagogical approach for information ethics education.
The developed game serves as a valuable tool for improving ethical reasoning in future informaticists.
Findings inform curriculum development and instructional strategies in information ethics.