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    Teaching Engineering Ethics using BLOCKS Game

    195609_195609.pdf (258.8Kb)
    Access Status
    Open access
    Authors
    Lau, Shiew Wei
    Tan, Terence
    Goh, Suk Meng
    Date
    2013
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Lau, Shiew Wei and Tan, Terence Peng Lian and Goh, Suk Meng. 2013. Teaching Engineering Ethics using BLOCKS Game. Science and Engineering Ethics. 19 (3): pp. 1357-1373.
    Source Title
    Science and Engineering Ethics
    DOI
    10.1007/s11948-012-9406-3
    ISSN
    13533452
    Remarks

    The final publication is available at Springer via http://doi.org/10.1007/s11948-012-9406-3

    NOTICE: This is the author’s version of a work in which changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication.

    URI
    http://hdl.handle.net/20.500.11937/46496
    Collection
    • Curtin Research Publications
    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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