How many teams submitted their designs after the ethical scenario 7 was introduced?

After the ethical scenario 7 was introduced, six teams submitted their original designs, two teams withdrew 8 and the other nine teams submitted modified designs.

What is the main reason for the lack of a strong show of agreement to the Statements?

In one aspect, the 23 strong show of agreement to the Statements may have been a reflection of the 24 response style of the students – specifically they may have a higher tendency to 25 show acquiescence rather than disacquiescence.

What is the reason why students gave the reasons for the statement?

It’s not the technical part that solve the problem, but the integrity of a 15 person 16 For Statement 5, students who agreed gave the following reasons: 17 External factors such as human contrasts are sometimes the root of design 18 failure 19 Certain factors such as economical optimization can cause ethical problems 20 while students who indicated hesitation or disagreed gave the following reasons: 21 Not necessarily.

What were the results of the round 1 survey?

Both Statements had relatively high ‘Neutral’ responses and 31 relatively high ‘Disagree’ and ‘Strongly Disagree’ counts at Round 1, suggesting 32 that the students were less decisive in these Statements as compared to Statements 33 1, 2 and 3.

When does the evidence for the satisfaction in doing so emerge?

The evidence for the satisfaction in doing so can only emerge at the end of 19 the game, when all the letters are combined to form whole words.

What was the first example of a game that was developed as a 32design game?

One example is 31 the Delta Design game (Bucciarelli 1999), which was initially developed as a 32design game and was then adapted by Lloyd and van de Poel’s (2008) by injecting 1 an ethical dilemma based on the design parameters of the game.

Open AccessJournal Article10.1007/S11948-012-9406-3

Teaching Engineering Ethics using BLOCKS Game

Shiew Wei Lau, +2 more

- 01 Sep 2013

- Science and Engineering Ethics

- Vol. 19, Iss: 3, pp 1357-1373

TL;DR: The results from this study indicated that the combination of the game and the real-life incident from the video had generally strengthened the students’ opinions of the Statements.

Abstract: The aim of this study was to investigate the use of a newly developed design game called BLOCKS to stimulate awareness of ethical responsibilities amongst engineering students. The design game was played by seventeen teams of chemical engineering students, with each team having to arrange pieces of colored paper to produce two letters each. Before the end of the game, additional constraints were introduced to the teams such that they faced similar ambiguity in the technical facts that the engineers involved in the Challenger disaster had faced prior to the space shuttle launch. At this stage, the teams had to decide whether to continue with their original design or to develop alternative solutions. After the teams had made their decisions, a video of the Challenger explosion was shown followed by a post-game discussion. The students' opinion on five Statements on ethics was tracked via a Five-Item Likert survey which was administered three times, before and after the ethical scenario was introduced, and after the video and post-game discussion. The results from this study indicated that the combination of the game and the real-life incident from the video had generally strengthened the students' opinions of the Statements.

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Most frequently asked questions

1. What are the contributions in this paper?

The aim of this study was to investigate the use of a newly 3 developed design game called BLOCKS to stimulate awareness of ethical 4 responsibilities amongst engineering students.. Before the end of the 7 game, additional constraints were introduced to the teams such that they faced 8 similar ambiguity in the technical facts that the engineers involved in the 9 Challenger disaster had faced prior to the space shuttle launch.. After the teams had made their decisions, a video of the 12 Challenger explosion was shown followed by a post-game discussion.. The 13 students ’ opinion on five Statements on ethics was tracked via a Five-Item Likert 14 survey which was administered three times, before and after the ethical scenario 15 was introduced, and after the video and post-game discussion.. The results from 16 this study indicated that the combination of the game and the real-life incident 17 from the video had generally strengthened the students ’ opinions of the 18 Statements.

2. What was the name of the game?

The game developed was called ‘BLOCKS’ and was based on the concept of 16 constraint satisfaction, where the students had to arrange pieces of colored paper 17 according to a set of constraints.

3. How many completed questionnaires were obtained in Rounds 1 and 2?

Although a total of eighty-eight students 3 participated in the game, only eighty-one completed questionnaires were obtained 4 in Rounds 1 and 2, and eighty completed questionnaires were obtained in Round 5 3.

4. What would be the likely requirement for the inclusion of different pedagogical tools?

The 30 incorporation of different pedagogical tools, such as different case studies, would 31 most probably be required to allow students to enhance their analytical and critical 32 skills and increase the value of the games experience.

Fig. 2 The project briefing that was given to all teams 24 25

Table 1 Responses in the three Rounds of survey for different years of study 1

Fig. 3 Email from CEO to Project Manager 27 28 The purpose of the email was to provide pressure on the Project Manager to 29 continue with the project launch for the sake of the Project Manager, company 30 and nation. After the Project Managers were dismissed, the Lead Engineer from 31 each team was called for a briefing and given an email from the company's Design 32 Engineer (Fig. 4). 33 34 35

Fig. 5 Students participating in the BLOCKS game14

Fig. 4 Email from Design Engineer to Lead Engineer 11 12 This email highlighted the uncertainty of the technology if implemented 13 outside tested parameters and its implied risks. The Lead Engineer was supposed 14 to consider the possible failure due to technical uncertainty and to decide 15 accordingly while the Engineers were expected to approach the decision making 16 process under ‘less pressure’ compared to the Project Manager and Lead 17 Engineer. 18 Both the Project Manager and Lead Engineer were provided three options: 19 1) To submit the design as is 20 2) To withdraw the design 21 3) To make major changes to the design by placing red blocks exactly 1km 22 away from the green blocks. 23 The teams needed to make a decision within a short period of time with two 24 opposing viewpoints and face the in-game risks of their jobs, the project’s success 25 as well as the company and nation’s reputation. The option to submit the design 26 without changes meant a potentially dangerous blockage is not resolved which 27 poses the ethical dilemma. As for the third option, realistically the team would 28 not be able to submit a modified design by the deadline. 29 After the teams had submitted their decisions, the facilitators ran a short 30 debrief. Each student was asked to reflect on stakeholder communication, inter-31 team cooperation and the ethical scenario. The teams were also encouraged to 32 share how and why they arrived at their decision: either to submit, withdraw or 33 make major changes. A short video on the "Space Shuttle Challenger Disaster" as 34

Table 2 Responses in the three Rounds of survey for different roles in the game 1

Citations

Journal Article•10.1109/TS.1979.6500350

Teaching engineering ethics

John H. Fielder

- 01 Mar 1979

- Technology in Society

TL;DR: One consequence of the engineering profession's increased interest in ethics and the social effects of technology is the involvement of philosophers in these areas as mentioned in this paper, which can only be effectively understood and resolved by applying the different kinds of skills and knowledge possessed by engineers and philosophers.

...read moreread less

Journal Article•10.1007/S11948-016-9777-Y

Ethical Risk Management Education in Engineering: A Systematic Review

Yoann Guntzburger, +2 more

- 01 Apr 2017

- Science and Engineering Ethics

TL;DR: It is argued in this article that the link between risk management and ethics should be further developed in engineering education in order to promote the progressive change toward more socially and environmentally responsible engineering practices.

...read moreread less

Journal Article•10.1016/J.TECHSOC.2021.101585

Instructor perceptions of engineering ethics education at Chinese engineering universities: A cross-cultural approach

Hengli Zhang, +1 more

- 01 May 2021

- Technology in Society

TL;DR: The authors conducted interviews with 12 Chinese engineering ethics instructors trained in three different fields: STS and philosophy of science and technology, engineering, and Marxist studies and ethical theories to understand how Chinese instructors perceive engineering ethics instruction and design instructional strategies sensitive to Chinese sociocultural context.

...read moreread less

All Games Are Not Created Equally: How Different Games Contribute to Learning Differently in Engineering

John Ray Morelock, +1 more

- 23 Jun 2018

TL;DR: In this paper, a qualitative, secondary analysis of a systematic literature review catalogs six ways digital and non-digital game implementations have contributed to learning in engineering education, and classifies how radically each type of contribution has transformed learning processes in engineering classrooms.

...read moreread less

•Dissertation

Development of a Video Game to Teach Engineering Ethics in Canada

Andrew Roncin

- 19 May 2019

TL;DR: This thesis covers the design, implementation, and review of a video game designed to assist Canadian Engineering Interns in understanding and contextualizing engineering ethics, and addresses a need within the engineering community and merits further research.

...read moreread less

...

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References

Journal Article•10.1002/ACP.2350050305

Response strategies for coping with the cognitive demands of attitude measures in surveys

Jon A. Krosnick

- 01 May 1991

- Applied Cognitive Psychology

TL;DR: The authors proposed that when optimally answering a survey question would require substantial cognitive effort, some respondents simply provide a satisfactory answer instead, which can take the form of either (1) incomplete or biased information retrieval and/or information integration, or (2) no information retrieval or integration at all.

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Cross-Cultural Survey Methods

Janet Harkness, +2 more

- 01 Nov 2002

TL;DR: In this article, Braun et al. present a survey of cross-cultural and cross-national surveys, focusing on the cross-cultural equivalence and bias in cross-culture perspectives.

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•Book•10.1007/978-1-4612-2848-6

Context Effects in Social and Psychological Research

Norbert Schwarz, +1 more

- 01 Jan 1992

TL;DR: The authors provide theoretical accounts of the conditions that lead to the emergence of various context effects in survey research, psychological testing, and social judgement, and report a number of new experimental studies.

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Journal Article•10.1002/J.2168-9830.2008.TB00982.X

Ethics Teaching in Undergraduate Engineering Education

Anne Colby, +1 more

- 01 Jul 2008

- Journal of Engineering Education

TL;DR: In this article, the authors present an analysis of the strengths and weaknesses of U.S. engineering education to support students' ethical development, broadly defined, in a diverse sample of universities and colleges.

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Journal Article•10.1080/00140137908924589

Cognitive Strategies in Architectural Design

Bryan Lawson

- 01 Jan 1979

- Ergonomics

TL;DR: An experimental situation is described which models some central features of design problems in the abstract and it is suggested that these results have implications for the nature of design legislation, design tools and particularly computer aided design systems.

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281

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Teaching Engineering Ethics using BLOCKS Game

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Most frequently asked questions

1. What are the contributions in this paper?

2. What was the name of the game?

3. How many completed questionnaires were obtained in Rounds 1 and 2?

4. What would be the likely requirement for the inclusion of different pedagogical tools?

5. How many teams submitted their designs after the ethical scenario 7 was introduced?

6. What is the main reason for the lack of a strong show of agreement to the Statements?

7. What is the reason why students gave the reasons for the statement?

8. What were the results of the round 1 survey?

9. When does the evidence for the satisfaction in doing so emerge?

10. What was the first example of a game that was developed as a 32design game?

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Citations

Teaching engineering ethics

Ethical Risk Management Education in Engineering: A Systematic Review

Instructor perceptions of engineering ethics education at Chinese engineering universities: A cross-cultural approach

All Games Are Not Created Equally: How Different Games Contribute to Learning Differently in Engineering

Development of a Video Game to Teach Engineering Ethics in Canada

References

Response strategies for coping with the cognitive demands of attitude measures in surveys

Cross-Cultural Survey Methods

Context Effects in Social and Psychological Research

Ethics Teaching in Undergraduate Engineering Education

Cognitive Strategies in Architectural Design

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