This chapter, "Ethical Considerations for Learning Game, Simulation, and Virtual World Design and Development," examines the complexity of the ethical environment instructional designers and educators must navigate when using digital technology for educational purposes. The use of games, virtual worlds, and simulation in education has witnessed significant growth since the 1960s, facilitated by advancements in digital technology. These tools afford several benefits, such as self-paced learning, a safe environment for skill practice, and an interactive learning environment. On the other hand, these benefits have also come with ethical challenges, especially when profit is the motive behind the production of these tools rather than educational goals. This chapter aims to create a framework for ethically designing and using learning systems, encouraging designers to consider potential risks and the impact of these learning systems on the larger society.
Ethical Framework and Responsibilities
The ethical framework for instructional design is built on Immanuel Kant’s duty-based ethics, highlighting the significance of goodwill and responsibility in educational intervention. Designers must address several complex questions: How can they ensure their designs positively impact learning outcomes without causing harm? Ethical responsibility involves considering the various factors within the learning environment and mitigating potential risks for vulnerable groups like children. Regardless of these concerns, ethical considerations are often overlooked due to rapid technological advancements and limited reporting on instructional design failures. Below are some of the core ethical issues:
Engagement and motivation:
Digital games are often praised for their ability to engage learners. However, there are ethical concerns about whether these tools support learning, as studies often fail to clearly demonstrate which design features drive success. This raises ethical questions about their educational value and their potential for exploitation. Furthermore, there are also ethical concerns about their potential for addictive behavior.
Identity and Social Dynamics:
A major concern for immersive learning environments is their ability to allow learners to practice with multiple personalities, potentially hindering the healthy development of stable personal values and behavior. Also, an excessive dependence on virtual interactions can reduce social skills in the real world. The compressed time frame of simulations may also foster unrealistic expectations of how much time it takes to accomplish things in the real world, undermining learners' appreciation for effort and persistence.
Accuracy and Misconceptions:
Games and simulations can often enhance engagement but can also create a misconception due to simplified or inaccurate representations. To correct this, educators often spend a significant amount of time correcting this misconception, questioning if the time invested in the instructional training is worth it.
Designing Ethically
Given these, the authors provide the following outline of the framework for ethical instructional design, encouraging instructional designers to do the following:
Begin with a clear objective and minimize potential psychological, social, and educational risks.
Consider accessibility for all learners, including those with disabilities and special educational needs.
Ensure that the designs promote positive social impact.
When recommending tools, consider personal bias and motivations.
Recommendations and Implications
The authors emphasize transparency in design, open evaluation, and sharing of findings to improve future practices. They also advocate for integrating ethical considerations similar to those required for human research, urging instructional designers to:
Critically assess whether learning goals are best achieved using games and simulations.
Before creating a design, ensure proper analysis of the target audience. Identify their needs, preferences, and limitations and take further steps to anticipate any harmful consequences of the design.
Leverage designs that foster intrinsic motivation and long-term learning benefits rather than superficial engagements.
While this framework is commendable, its success depends on its adoption by instructional designers. As technology advances, stakeholders must embrace ethical practices to ensure digital tools enhance learning outcomes and educational goals without harming society.
Reference
Yang, H. H., & Yuen, S. C.-Y. (2012). Handbook of Research on Practices and Outcomes in Virtual Worlds and Environments.