Morality Play: A Model for Developing Games of Moral Expertise

According to cognitive psychologists, moral decision-making is a dual-process phenomenon involving two types of cognitive processes: explicit reasoning and implicit intuition. Moral development involves training and integrating both types of cognitive processes through a mix of instruction, practice, and reflection. Serious games are an ideal platform for this kind of moral training, as they provide safe spaces for exploring difficult moral problems and practicing the skills necessary to resolve them. In this article, we present Morality Play, a model for the design of serious games for ethical expertise development based on the Integrative Ethical Education framework from moral psychology and the Lens of the Toy model for serious game design

Writing In and Around Video Games

This undergraduate course uses video games as a lens through which to explore the infinitely broader topic of digital rhetoric. Students encounter games in several different ways: as texts to analyze, raw material for video compositions, systems to create and explore. Key topics include genre conventions and constraints, audience, procedural rhetoric, interface design, and convergence culture

Spartan Daily, April 17, 1978

Volume 70, Issue 47https://scholarworks.sjsu.edu/spartandaily/6338/thumbnail.jp

Spartan Daily, April 14, 1978

Volume 70, Issue 46https://scholarworks.sjsu.edu/spartandaily/6337/thumbnail.jp

Research Agenda for Studying Open Source II: View Through the Lens of Referent Discipline Theories

In a companion paper [Niederman et al., 2006] we presented a multi-level research agenda for studying information systems using open source software. This paper examines open source in terms of MIS and referent discipline theories that are the base needed for rigorous study of the research agenda

Game-Based Teaching Methodology and Empathy in Ethics Education

This article describes the experience of a group of educators participating in a graduate course in ethics. Playing role playing games and the work accompanying that play were the predominate methodology employed in the course. An accompanying research study investigated the lived experiences of the course participants. Themes that emerged from interview data included student engagement, participants’ applications, empathy development, and reactions to professor modeling

Spartan Daily, April 12, 1978

Volume 70, Issue 44https://scholarworks.sjsu.edu/spartandaily/6335/thumbnail.jp

Spartan Daily, February 22, 1978

Volume 70, Issue 15https://scholarworks.sjsu.edu/spartandaily/6306/thumbnail.jp

Spartan Daily, February 22, 1978

Volume 70, Issue 15https://scholarworks.sjsu.edu/spartandaily/6306/thumbnail.jp