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Using Multivariate Statistics

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Experience and Education.

What Video Games Have to Teach Us about Learning and Literacy

What is Instructional Design

This study describes nursing students' reflections on taking an online course on death and dying. In a semistructured paper, students described fears of caring for clients at end of life (EOL), important content learned, and remaining discomforts. Data were analyzed using directed content analysis. Consistent themes were noted among the papers. Student reflections on the knowledge they gained closely followed initial fears. Several students appreciated the ability to reflect on their experiences in a nonjudgmental setting. Overall, the data showed that nursing students can become more confident in EOL care through online education. Knowledge gains and continued fears about the same topics suggest EOL confidence lies along a continuum and may require ongoing education. Future research should focus on offering online continuing education on EOL to practicing nurses.

Advances and Challenges: Student Reflections From an Online Death and Dying Course

A commonly used teaching method to promote student engagement is the classroom debate. This study evaluates how affective characteristics, as defined in Bloom’s taxonomy, were stimulated during debates that took place on a professional ethics module for first year computing undergraduates. The debates led to lively interactive group discussions with a high level of student engagement and participation. Data were collected from observations of affective characteristics during each debate. Results support the view that debating the ethics of familiar topics trigger affective characteristics and are beneficial in developing levels of student engagement, critical analysis, flexibility of thinking and motivation to learn. In relation to teaching professional ethics, stimulation of the affective domain plays an integral part in developing ethical sensitivity – an important component for moral development. The paper supports the inclusion of teaching strategies, which stimulate both the cognitive and the affecti...

Affective Learning and the Classroom Debate.

. A key goal for a professional ethics teacher is to help students improve their moralreasoning within the context of their profession, with the ultimate aim of developing a commitmentto the values of their future profession. Using Rest’s Four Component Model as a framework, thisstudy examines the relationship between the first two components of moral sensitivity and moraljudgment. The study utilises two sc ores from the same cohort of co mputing undergraduates: a scorefor ethical sensitivity using a devised dilemma analysis; and a score for change in moral judgmentresulting from an educational inte rvention, using the Defining Issu es Test (DIT). Although averageDIT scores showed no significant improvement in moral judgment, this study found that levels ofethical sensitivity had a significant impact on the development of moral judgment. The paperprovides evidence that ethical sensitivity appears to play a key role in the development of moraljudgment. Therefore an initial key objective critical to any ethics course should be to raise studentlevels of ethical sensitivity as a necessary foundation for developm ent of moral judgment. The paperalso highlights the wide range of levels of ethical sensitivity measured within one cohort andsuggests targeted learning support should be provided to students who score in the lower part of thescale to raise their levels of moral sensitivity early in the course.

Ethical Sensitivity: A Foundation for Moral Judgment

How can we improve business ethics education for the twenty first century? This study evaluates the effectiveness of a visual case exercise in the form of a 3D immersive game given to undergraduate students at two UK Universities as part of a mandatory business ethics module We propose that due to evolving learning styles, the immersive nature of interactive games lends itself as a vehicle to make the learning of ethics more ‘concrete’ and ‘personal’ and therefore more engaging To achieve this, we designed and built an immersive 3D simulation game in the style of a visual case The effectiveness of the game was evaluated using a mixed methods approach measuring recognised and adapted constructs from the technology acceptance model Results demonstrate that students found the game beneficial to their learning of ethics with the development of knowledge and skills applicable to the real world and that they engaged with the process due to game elements Findings demonstrate the potential for the development of simulated games to teach ethics at all levels and modes of delivery and the contribution of this type of visual case model as a pedagogic method

https://philpapers.org/archive/JAGIAI.pdf

It's All in the Game: A 3D Learning Model for Business Ethics

The purpose of this paper is to investigate whether learners from different cultures adopt a serious 3D game to facilitate the learning of transferable managerial skills (ethics) and knowledge.,A cross-sectional, cross-country survey study (n=319) was conducted recruiting participants from one North American and two British universities. The survey data and the conceptual model have been analysed and tested using confirmatory factor analysis and structural equation modelling.,Participants displayed positive attitudes towards the 3D game and responded positively to theory presented as “real-life” scenarios; gamification techniques such as interactions and dialogue, and rewards and progression levels, which are part of the game, albeit the participants’ adoption was driven more by extrinsic motivations (rewards) than intrinsic ones (ease of use and entertainment). In addition, the empirical results suggest that when gender is taken into account, the perceptions and needs of cross-cultural learners in serious gaming environments vary and display characteristics that are similar to Rogers’ five adopter categories; thus, culture could significantly shape learners’ decisions to adopt a serious game as a managerial learning tool.,For future researchers, this paper highlights various levels of training, support and promotional awareness that need to be considered to facilitate the adoption of serious games for managerial learning.,For academics and practitioners in work-based learning and managerial training environments, this paper highlights the salient factors that need to be inherent in a serious 3D game, and best practices for scaffolding existing instructional approaches or training interventions.,In light of Rogers’ five adopter categories, this cross-country study involving culturally diverse learners provides key insight into the potential application of serious games as a practice-based learning instrument in academia and industry.

/pdf/cultural-influences-moderating-learners-adoption-of-serious-3w1rl88adz.pdf

Suzy Jagger

Papers

Affective Learning and the Classroom Debate.

Ethical Sensitivity: A Foundation for Moral Judgment

It's All in the Game: A 3D Learning Model for Business Ethics

Cultural influences moderating learners’ adoption of serious 3D games for managerial learning

Helping students to see for themselves that ethics matters