Abstract
Fostering ethical awareness among university students is vital for their personal growth and contributes to an important dimension of global citizenship education (GCED). Extra-curricular student activity is considered a valuable channel that engages students to continue their learning beyond classroom settings. However, the effectiveness of these student events in fostering students' ethical awareness is yet to be explored. Hence, the purpose of our study is to understand, through the two mini-interventions during the script-killing game (a role-playing mystery-solving activity) if such interventions have made positive impacts on students' real-life ethical decision-making.
The present study uses the International Café event as a case to examine students' ethical awareness via a well-designed 'script-killing game'. Two purposefully designed mini-interventions were included in the process of the game, the 'push the door' strategy as a reminder of the importance of ethics prior to the game starting and '(ethical) decision-making sharing'
by group representatives after the game. We then recruited 6 group representatives, based on the vulnerability basis, to share their decision-making process during the entire game, and in particular, their decisions that involved ethical reasoning. We then followed the six representatives of the group, interviewed her/him one week later, and asked if they had made any decisions involving ethical reasoning in their real-life scenarios over the past week; we then repeated this process two
weeks later. In total, we carried out 18 times semi-structured interviews, 6 participants multiple three times over the course of 3-4 weeks. Our findings contribute to the discourse on innovative pedagogical strategies in the digital age, particularly through intervention-embedded gaming experiences.
The present study uses the International Café event as a case to examine students' ethical awareness via a well-designed 'script-killing game'. Two purposefully designed mini-interventions were included in the process of the game, the 'push the door' strategy as a reminder of the importance of ethics prior to the game starting and '(ethical) decision-making sharing'
by group representatives after the game. We then recruited 6 group representatives, based on the vulnerability basis, to share their decision-making process during the entire game, and in particular, their decisions that involved ethical reasoning. We then followed the six representatives of the group, interviewed her/him one week later, and asked if they had made any decisions involving ethical reasoning in their real-life scenarios over the past week; we then repeated this process two
weeks later. In total, we carried out 18 times semi-structured interviews, 6 participants multiple three times over the course of 3-4 weeks. Our findings contribute to the discourse on innovative pedagogical strategies in the digital age, particularly through intervention-embedded gaming experiences.
| Original language | English |
|---|---|
| Title of host publication | 中华教育学会第二届年度大会 |
| Subtitle of host publication | 数字时代的全人发展：全球脉络下的中国视角与实践 |
| Publication status | Published - 2025 |
