Analyzing Ethical Influences of Computer Games in Education

Ethical Implications of Computer Games in Educational Contexts

Abstract:

Computer games have increasingly been leveraged as educational tools that stimulate creativity, familiarize students with technology, and facilitate the development of critical thinking skills like problem-solving, logical reasoning, communication, collaboration, and more Sicart 2009. These interactive mediums serve as a mirror reflecting our society's values, providing potent learning opportunities due to their ability to fully engage learners. The term game encompasses diverse activities; however, Juul 2003 and Crawford 2003 have argued that defining it solely through necessary or sufficient characteristics is challenging. Grler 1996, on the other hand, described games as entities consisting of rules that define players' actions, game constrnts, privileges for earning extra turns, penalties for illegal acts, and imaginative scenarios that may not correlate with real-world events.

Deterding et al. 2011 introduced the concept of gamificationan umbrella term referring to the application of video game elements in non-gaming contexts med at enhancing user experience and engagement. Game designers have been instrumental in identifying and implementing these principles outside traditional gaming environments, often by integrating points systems that influence player attitudes and behaviors.

Consequently, numerous studies suggest that computer games can subtly impact societal perceptions and behaviors through their content Dang et al., 2007. Ethical concerns within this realm encompass violence portrayal, rating accuracy, educational implications, ger stereotypes, community dynamics, and addictive tencies. With growing game usage among various demographics, there is a pressing need to address the ethical constructs embedded in these platforms.

While some games incorporate violent elements alongside themes related to aggression, others utilize gaming as an educational tool to impart knowledge on diverse subjects, both beneficial and potentially harmful. Herein lies a pivotal role for educators and developers alikethe responsibility to ensure the ethical enhancement of game culture through informed decision-making and research-based content integration Dodig-Crnkovic Larsson, 2005. The design process should not only focus on gaming mechanics but also consider the potential impact on societal values and behaviors.

Responsible game development demands a deep understanding of existing studies that analyze the effects of games as interactive media. It necessitates careful consideration at every stage, purpose formulation, and goal settingto align with ethical principles Dodig-Crnkovic Larsson, 2005. Moreover, developers should seek to design educational games specifically med at teaching moral principles.

Significance

In light of these considerations, this study critically analyze the ethical implications of computer games in educational contexts. It seeks to explore how game developers and educators can collaborate to foster an ethical gaming environment that benefits both individual learning and societal values while mitigating potential harms associated with gaming culture.

References

• Dodig-Crnkovic, G., Larsson, E. 2005. Game design for education: a critical review of the literature. Journal of Educational Multimedia and Hypermedia, 143, 279–306.

• Deterding, S., Manovich, L., Sicart, M., Zagal, J. K. Eds.. 2011. Gamification and game-based learning: Design, implementation, and practice. MIT Press.

• Juul, J. 2003. The player as producer: An introduction to interactive games. University of Aarhus Press.

• Sicart, M. 2009. Play for change: Games in education, itarian d, and political activism. MIT Press.

• Dang, Q., Klopfer, E., Salen, K. 2007. An experimental design-based study of children's learning from a game environment. In Proceedings of the SIGCHI Conference on Factors in Computing Systems pp. 1047–1056. ACM.

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