Role-Play Case Studies to Teach Computing Ethics: Theoretical Foundations and Practical Guidelines

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dc.contributor.authorHingle, Ashish
dc.contributor.authorJohri, Aditya
dc.date.accessioned2023-12-26T18:46:00Z
dc.date.available2023-12-26T18:46:00Z
dc.date.issued2024-01-03
dc.identifier.doi10.24251/HICSS.2023.620
dc.identifier.isbn978-0-9981331-7-1
dc.identifier.otherbac26bc7-8832-42f9-89e2-ff2c9f97552e
dc.identifier.urihttps://hdl.handle.net/10125/107005
dc.language.isoeng
dc.relation.ispartofProceedings of the 57th Hawaii International Conference on System Sciences
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectComputing Education
dc.subjectcomputing ethics
dc.subjectrole-play case studies
dc.subjectsituated learning
dc.titleRole-Play Case Studies to Teach Computing Ethics: Theoretical Foundations and Practical Guidelines
dc.typeConference Paper
dc.type.dcmiText
dcterms.abstractThe use of computing shapes all aspects of life and society. Consequently, the future computing workforce must be trained to design and implement computing technology ethically and responsibly. Specifically, the design and use of algorithms require closer attention given their increased use across applications and systems. In this paper, we report on the effectiveness of role-play case studies, an innovative pedagogical method, to teach the ethics of algorithms to technology and computing students. We present findings from a three-year design and implementation effort. Rooted in theoretical research on situated learning, role-play case studies provided students the capability to employ perspectival thinking, link micro, meso, and macro level concerns, and use an ethical mindset to examine a case. In practical lessons from our work, we discuss the importance of collaborative learning, designing interest-based situations, and role preparation. Finally, we outline different methods for assessing student learning.
dcterms.extent10 pages
prism.startingpage5174

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