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<p>This study examines the integration of digital game design as a pedagogical tool to teach and contextualize ethical frameworks in an undergraduate ethics course. A mixed-method, qualitative-focused study was conducted with 16 participants. Students were tasked with narrative-based games using Twine, a story-focused digital game creation tool. Data were collected through pre- and post-activity surveys, reflective essays, and semi-structured interviews. Thematic analysis was carried out for qualitative data. Most students opted to apply the utilitarian framework in their design. Our analysis indicates that the intervention did not significantly boost overall confidence in ethical knowledge or alter ethical decision-making approaches. The reflective process inherent in game design, however, allowed students to contextualize and, in some cases, critique the frameworks. Our findings reveal the potential of narrative game design to deepen ethical reflection, while also suggesting that a multifaceted instructional approach may be necessary to enhance students’ understanding of ethical frameworks.</p>

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Learning and Reflecting Upon Ethical Frameworks Through Narrative Game Design

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月29日

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  • Rafael Leonardo da Silva,
  • Karen Kat Schrier

摘要

This study examines the integration of digital game design as a pedagogical tool to teach and contextualize ethical frameworks in an undergraduate ethics course. A mixed-method, qualitative-focused study was conducted with 16 participants. Students were tasked with narrative-based games using Twine, a story-focused digital game creation tool. Data were collected through pre- and post-activity surveys, reflective essays, and semi-structured interviews. Thematic analysis was carried out for qualitative data. Most students opted to apply the utilitarian framework in their design. Our analysis indicates that the intervention did not significantly boost overall confidence in ethical knowledge or alter ethical decision-making approaches. The reflective process inherent in game design, however, allowed students to contextualize and, in some cases, critique the frameworks. Our findings reveal the potential of narrative game design to deepen ethical reflection, while also suggesting that a multifaceted instructional approach may be necessary to enhance students’ understanding of ethical frameworks.