“邪恶问题”是教育伦理游戏中学习的催化剂

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Ethics and Education Pub Date : 2021-09-23 DOI:10.1080/17449642.2021.1979283
Aline Nardo, M. Gaydos
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引用次数: 1

摘要

摘要在本文中,我们讨论了数字游戏在创造有意义的教育体验方面的潜力,这些体验有助于高等教育(HE)科学、技术、工程和数学(STEM)学位中的道德学习。我们描述了一款新的数字伦理游戏的设计,重点是我们在应用现有的教育游戏理论框架时遇到的挑战,并提出了应对这些挑战的方法。我们认为,现有的设计框架没有考虑到道德问题的“邪恶”,即它们的不确定性、复杂性,有时本质上是矛盾的,因为它们围绕着后果性和对玩家行为的一致游戏系统反馈。从杜威对“教育经验”的描述中,我们试图在教育伦理游戏设计的背景下,为转型经验和转型游戏的充分理论做出贡献。
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‘Wicked problems’ as catalysts for learning in educational ethics games
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 (HE) Science, Technology, Engineering and Mathematics (STEM) 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 – i.e. their inconclusive, complex, and sometimes inherently contradictory nature – as they are centred around consequentiality and consistent game-system feedback to players’ actions. Drawing from a Deweyan account of the ‘educative experience’ we seek to contribute to a domain-adequate theory of transformational experience and transformational play in the context of educational ethics game design.
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来源期刊
Ethics and Education
Ethics and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.70
自引率
11.10%
发文量
22
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