Abstract
This study focuses on the design of ethical education games, aiming to enhance players’ ethical awareness and critical thinking abilities through a reflective framework. The research surveys and identifies the necessity of ethical education, highlighting various societal issues stemming from a lack of effective ethical education. It also delves into the role of educational games in ethical education, emphasizing their potential in improving moral reasoning and empathy. The current state of research on ethical education games, both domestically and internationally, has also been analyzed in this study.
Building on this background, the study proposes several innovative points: the integration of a reflective learning framework specifically tailored for game-based education, enabling more effective ethical education through the gaming medium. Based on pedagogical principles, this study develops a reflective gaming framework for game design, which includes learning objectives of the game, player developmental stages, the design of reflective activities, provision of multi-dimensional feedback, and the use of interactive and adaptive learning elements. Additionally, the use of AIGC technology to create emergent interactive episodes aids in establishing emotional connections and effectively fosters deep reflection on moral and ethical issues among players. The aim of this study is to address the deficiencies in mechanisms, narratives, and moral education in existing ethical education games by utilizing a reflective framework from educational theory to design ethical education games.
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Ma, G., Li, P., Fang, K., Mao, Y., Zhang, C. (2024). A Study of Ethics Education Game Design Based on a Reflective Framework. In: Stephanidis, C., Antona, M., Ntoa, S., Salvendy, G. (eds) HCI International 2024 Posters. HCII 2024. Communications in Computer and Information Science, vol 2117. Springer, Cham. https://doi.org/10.1007/978-3-031-61953-3_36
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