Development of a Video Game to Teach Engineering Ethics in Canada
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Notice bibliographique
Résumé
This thesis covers the design, implementation, and review of a video game designed to assist Canadian Engineering Interns in understanding and contextualizing engineering ethics. This understanding is essential during their professional practice exam and subsequently in their day-to-day lives as engineers. \nIn engineering schools, engineering ethics is traditionally taught either as a philosophical examination of how engineers should act or as rote learning of the act, by-laws, and code of ethics that govern engineering practice. Most importantly, in the context of undergraduate engineering education, the amount of coverage is limited, and students are all too often focused on what is needed for the test, not mastery of the material for their own understanding. \nUnlike university courses, playing this game is voluntary, no grades are assigned, and players are expected to game the system by choosing poor responses just to see what will happen to them. Learning occurs through exploring cause and effect relationships, by making ethical choices and experiencing how decisions often have trade-offs or conflicting right answers. To encourage reflection, players were asked to think about the cases, and how they reacted to the unprofessional behaviour of characters in the game, through this reflection process, players are encouraged to grow, understand, and adopt professional behaviours. \nThe research methodology was to create a proof of concept video game featuring five case studies of conflicts that an Engineer or Engineering Intern might reasonably encounter in their professional practice. The game then went through a design review, in which sixteen Professional Engineers and Engineering Interns played the game and reviewed the cases in detail to provide feedback on their realism and identify areas for improvement. \nBased on the feedback from testers, the concept is sound, addresses a need within the engineering community and merits further research.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle