Relevant bibliographies by topics / Video Game Ethics

Academic literature on the topic 'Video Game Ethics'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Video Game Ethics"

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Roy, Nandita. "Applying Kant’s Ethics to Video Game Business Models." Business and Professional Ethics Journal 40, no. 1 (2021): 109–27. http://dx.doi.org/10.5840/bpej202115106.

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This article expands on existing models of analyzing business ethics of monetization in video games using the concept of categorical imperatives, as posited by the philosopher Immanuel Kant. A model is advanced to analyze and evaluate the business logics of video game monetization using a Kantian framework, which falls in the deontological category of normative ethics. Using two categorical imperatives, existing models of game monetization are divided into ethical or unethical, and presented using the case example of Star Wars: Battlefront II (2017). This analysis aims to provide video game developers and businesses with ethical guidelines for game monetization which may also be profitable for them in the long term. Within the framework of video game monetization, a deontological analysis is relevant due to the fact that the game developer is engaged in a continuous role of making the game more playable/payable. This article applies Kantian business ethics to the context of a new sector, that of video game businesses, and thereby presents a broader ethical perspective to video game developers, which will help them monetize games in an ethical manner which is also profitable in the long run.
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Harviainen, J. Tuomas, Janne Paavilainen, and Elina Koskinen. "Ayn Rand’s Objectivist Ethics Applied to Video Game Business." Journal of Business Ethics 167, no. 4 (April 16, 2019): 761–74. http://dx.doi.org/10.1007/s10551-019-04159-y.

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AbstractThis article analyzes the business ethics of digital games, using Ayn Rand’s philosophy of Objectivism. It identifies different types of monetization options as virtuous or nonvirtuous, based on Rand’s views on rational self-interest. It divides the options into ethical Mover and unethical Looter designs, presents those logics in relation to an illustrative case example, Zynga, and then discusses a view on the role of players in relation to game monetization designs. Through our analysis of monetization options in the context of Objectivist ethics, the article contributes to discussions on game revenue ethics. It also expands the still understudied area of applying Rand’s ethics to business, in the context of a new sector, game development, and business. This research enables ethicists to apply a wider-than-before perspective on virtue ethics to online business, and helps game developers act in a virtuous manner, which provides them with a long-term business advantage.
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McDaniel, Rudy, and Stephen M. Fiore. "Best Practices for the Design and Development of Ethical Learning Video Games." International Journal of Cyber Ethics in Education 2, no. 4 (October 2012): 1–23. http://dx.doi.org/10.4018/ijcee.2012100101.

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This article builds upon earlier research (McDaniel & Fiore, 2010) in which the authors presented case studies focused on the design and development of two original ethical learning video games. Through this case study and a review of relevant literature, the authors explored the content creation of, and theoretical rationale for, the design and development of ethics games. Both games were geared toward an undergraduate student audience as casual learning games to be completed in a few hours of gameplay. To update and expand this original work, the authors reviewed contemporary research on identity, cognition, and self in relation to video game environments as well as literature dealing more specifically with ethics and video games. From this literature base and their applied design experiences, the authors offer ten guidelines as best practices to follow for aspiring ethics game developers.
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Kjeldgaard-Christiansen, Jens. "Narrative video game aesthetics and egocentric ethics." MedieKultur: Journal of media and communication research 36, no. 68 (October 1, 2020): 088–106. http://dx.doi.org/10.7146/mediekultur.v36i68.118777.

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This article argues that video gaming allows for player-focused (egocentric) moral experience that can be distinguished from the other-focused (allocentric) moral experience that characterizes literature and film. Specifically, a Deweyan perspective reveals that video games aff ord fi rst-personal rehearsals of moral scenarios that parallel how, in real life, individuals mentally rehearse the diff erent courses of moral action available to them. This functional equivalence is made possible because the aesthetics of video games bear unique affinities to the human moral imagination. However, whereas the moral imagination may be limited in terms of the complexity and vividness of its analog imaginings, the ethically notable video game may draw on the medium’s digital capacities in order to stage elaborate and emotionally compelling ethical rehearsals. The article concludes by applying this perspective to the ethically notable video game Undertale.
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Hamlen, Karla R. "Understanding Children’s Choices and Cognition in Video Game Play." Zeitschrift für Psychologie 221, no. 2 (January 2013): 107–14. http://dx.doi.org/10.1027/2151-2604/a000136.

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This article provides a synthesis of a group of research studies conducted to better understand in what ways children’s entertainment video game play choices relate to their creativity, motivations, problem-solving strategies, learning preferences, and beliefs about how to play games. Three studies were conducted among American students: (1) a survey and creativity assessment with students aged 9–11, (2) an in-depth qualitative study with three adolescent boys, and (3) an online survey. Key findings from this research relate to both psychological factors motivating video game play, and cognition and choices children make while playing video games. Results from these studies demonstrate that, despite assumptions that children play video games to avoid mental stimulation, children are actually motivated by the challenge and thinking required by video games. The reward system used in video games is a strong continuing motivator for boys in particular. Among both genders, playing certain genres of video games is related to utilizing particular learning strategies. Additionally, though creativity does not appear to be hindered by video game play, the most creative children are generally not choosing to spend their time on video games. Finally, children create their own code of conduct and ethics within video game play, although an individual’s work ethic within video games tends to reflect patterns in other areas of life. Collectively, these studies provide a rich picture of children’s video game play and show consistency, both between game contexts and real life choices, and with other literature related to children’s motivations and strategies for learning.
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Ferchaud, Arienne, Stephanie Orme, and Emory S. Daniel. "Morality inside the matrix: A qualitative exploration of gamers’ moral considerations in video games." Journal of Gaming & Virtual Worlds 14, no. 2 (July 1, 2022): 161–79. http://dx.doi.org/10.1386/jgvw_00056_1.

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Many contemporary video games incorporate decision-making mechanics that can alter a game’s narrative experience for players. Often, these decisions challenge players to engage with questions of ethics, morality and empathy. Much of the previous research on moral decision-making in games assumes that players utilize real-world moral frameworks to make these decisions, without accounting for the way that game spaces function as unique sites for this type of decision-making. Video games can uniquely incentivize or punish players for their in-game decisions, shaping the way players engage with issues of morality. This study examines factors that influence how players approach moral decision-making in video games. Using semi-structured interviews with 24 individuals, we explored how both players’ real-world moral foundations and in-game constraints guide their moral decisions. Findings include how customizable avatars, subsequent playthroughs, in-game rewards and the manner in which a moral conflict is presented to players all influence their choices.
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Søraker, Johnny Hartz. "Gaming the gamer? – The ethics of exploiting psychological research in video games." Journal of Information, Communication and Ethics in Society 14, no. 2 (May 9, 2016): 106–23. http://dx.doi.org/10.1108/jices-02-2015-0003.

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Purpose The purpose of this paper is to investigate the ethical implications of video game companies employing psychologists and using psychological research in game design. Design/methodology/approach The author first argues that exploiting psychology in video games may be more ethically problematic than familiar application domains like advertising, gambling and political rhetoric. Then an overview of the effects particular types of game design may have on user behavior is provided, taking into account various findings and phenomena from behavioral psychology and behavioral economics. Findings Finally, the author concludes that the corresponding ethical problems cannot – and should not – be addressed by means of regulation or rating systems. The author argues instead that a more promising countermeasure lies in using the same psychological research to educate gamers (children in particular) and thereby increase their capacity for meta-cognition. Originality/value The importance of this lies in the tremendous effect these behavior-modifying technologies may have upon our self-determination, well-being and social relations, as well as corresponding implications for the society.
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Salor, Enrinc. "Neutrality in the Face of Reckless Hate : Wikipedia and GamerGate." Nordisk Tidsskrift for Informationsvidenskab og Kulturformidling 5, no. 1 (March 13, 2016): 23–29. http://dx.doi.org/10.7146/ntik.v5i1.25880.

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The year 2015 will very likely be remembered as a turning point in video game industry and culture. While tensions were slowly escalating regarding diversity of representation in video games across the cultural sphere and the position and treatment of women and other minorities within the industry, these insular debates finally, and violently, broke into mainstream consciousness in the second half of 2014. As we grimly note the one-year anniversary of the birth of the amorphous movement called GamerGate, the games industry is showing slow but hopeful signs of change regarding inclusion and representation of gender and ethnic diversity. Meanwhile, since GamerGate as a movement strives to achieve its self-declared goal of "ethics in video game journalism" primarily through constant and brutal harassment of women across the cultural space of games, their frequent targets are slowly and painfully trying to rebuild their lives.
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Beuthan, Ralf. "Schiller meets “Grand Theft Auto”: Perspectives of Video Game Ethics." Korean Journal of Philosophy 148 (August 31, 2021): 113–38. http://dx.doi.org/10.18694/kjp.2021.8.148.113.

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Piero, Mike. "Gaming Under Biopolitical Sovereign Power." Eludamos: Journal for Computer Game Culture 11, no. 1 (September 3, 2021): 55–70. http://dx.doi.org/10.7557/23.6431.

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This article argues that a spatiotemporal approach to abjection in video games helps scholars understand how confronting the abject in gameplay maps onto biopolitical conditions of living and gaming under sovereign state power. By means of a slow reading of The Binding of Isaac: Rebirth, this essay offers the chronotope of the abject as a flexible, interpretive tool to account for game narrative, mechanics, and iconography that map onto out-of-game lived realities. Drawing upon Kristeva’s psychoanalysis and Agamben’s philosophy of politics, I adapt Bakhtin’s chronotope of the threshold to the mutable video game medium in order to take up the threshold concepts of the abject, life/death, responsibility/ethics, and reading/writing presented in the game. Through the chronotope, I also reconsider this game’s critical response and relation to a Christian cosmology. Ultimately, the chronotope opens up a threshold space through which more just and equitable chronotopic relations might emerge.
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Dissertations / Theses on the topic "Video Game Ethics"

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Wunderlich, Ralf. "Der kluge Spieler und die Ethik des Computerspielens." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2012/5551/.

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„Der kluge Spieler und die Ethik des Computerspielens“ ist eine moralphilosophische Analyse der sogenannten „Killerspiel-Diskussion“. Als Aufhänger dient der Amoklauf von Winnenden, in dessen Nachgang Diskussionen über Computerspiele, speziell solche mit gewalthaltigem Inhalt, aufkamen. In der öffentlichen Meinung wird häufig davon ausgegangen, dass das Spielen solcher Computerspiele auch in der Realität zu gewalttätigem Verhalten führt. Einige Politiker stellen diese Spiele sogar mit Kinderpornographie gleich. Mithilfe dreier bekannter normativer ethischer Theorien – dem Konsequentialismus (Mill), der Deontologie (Kant) und der Tugendethik (Aristoteles) – werden die wissenschaftlichen Argumente contra Computerspiele analysiert und bewertet. Die Computerspielgegner konzentrieren sich auf den Inhalt und die grafische Darstellung der Spiele (narratologischer Ansatz). Am Ende einer ausführlichen Darstellung ihrer Argumente stellt sich heraus, dass keines davon haltbar ist, wenn man die ethischen Theorien auf sie anwendet. Einzig der tugendethische Ansatz scheint Ansätze zu bieten, auf denen man aufbauen kann, allerdings nicht gegen, sondern für Spiele. Diesem wird im zweiten Teil des Buches nachgegangen. Miguel Sicarts Werk „The Ethics of Computer Games“ versucht, eine konkrete Ethik des Computerspiels zu entwickeln. In „Der kluge Spieler und die Ethik des Computerspielens“ wird Sicarts Werk zum ersten Mal im Deutschen vorgestellt, in seine einzelnen Bestandteile zerlegt und re-strukturiert. In Sicarts Ethik-Konzept für Computerspiele werden die Inhalte und die Grafik der Computerspiele komplett außen vor gelassen. Sein Ansatz ist ein ludologischer (spielwissenschaftlicher), der das Regelwerk und System der Spiele in den Vordergrund schiebt. Die drei Kernelemente seiner Theorie werden dargestellt: 1. das Computerspiel als moralisches Objekt, 2. der Computerspieler als moralisches Subjekt und 3. das Computerspielen als moralische Handlung. Diese drei Aspekte wirken zusammen und miteinander. Es entsteht eine Wechselwirkung zwischen dem Spiel und dem Spieler, in den auch das Nicht-Spieler-Subjekt einbezogen wird. Ein Mensch spielt ein Computerspiel und wird dadurch zum Spieler dieses Spiels. Er nimmt das Regelwerk auf und ruft seine vorhandene Erfahrung aus früheren Spielen ab, um somit ein möglichst gelungenes Spielen zu bewerkstelligen. Damit ist gemeint, dass er nicht schummelt, dass er keine Tricks anwendet, dass er in Mehrspielerspielen Fairplay walten lässt etc. Zusätzlich ist dieser Spieler aber nicht nur ein Spieler, sondern er befindet sich in sozialen Kontexten, hat Werte und Ansichten und diese fließen in sein Spieler-Repertoire ein. In solch einer Wechselwirkung verhält sich der Spieler moralisch korrekt, wenn er dem Spiel zu dem verhilft, was es ist: eine Erfahrung. Das Spiel ist nämlich zweierlei: 1. Das Objekt, also eine CD in einer Hülle mit einer Spielanleitung etc. 2. Das Spiel, das am Bildschirm tatsächlich erfahren wird, indem es gespielt wird. Sieht das Spiel eine gewalthaltige Lösung vor, ist es in Sicarts Ethik des Computerspiels moralisch richtig, diese zu vollziehen. Was Sicart mit seiner Theorie letztendlich zeichnet, ist das Bild eines „klugen Spielers“. Der dritte Teil des Buches analysiert Sicarts Ethik des Computerspiels und zeigt mithilfe eines praktischen Beispiels seine Schwachstelle auf. Während die Computerspielgegner sich ausschließlich auf den Inhalt und die Grafik konzentrieren, ignoriert Sicart sie gänzlich. Somit stellen beide Ansätze Extrempositionen dar. Sicarts Ansatz wird in eine „Ethik des Computerspielens“ uminterpretiert und anschließend auf die Diskussionen rund um den Amoklauf von Winnenden angewendet. Dadurch können die Ausgangsargumente gegen Killerspiele endgültig wissenschaftlich widerlegt werden. Im letzten Teil des Buches wird die Brücke zum tugendethischen Ansatz des Aristoteles geschlagen: der gemäßigte Mittelweg führt zu einem guten Leben. Eine komplette Computerspielethik muss beide Aspekte beinhalten: den grafisch-inhaltlichen („narratologischen“) und den spieltechnischen („ludologischen“) Ansatz. Nur im Zusammenspiel beider kann eine umfassende Computerspielethik gesucht und gefunden werden. Hierzu wird ein Grundgerüst vorgeschlagen sowie zwei Ideen, welche für weitere Forschung auf dem Gebiet verwendet werden können.
“The Prudent Player and the Ethics of Computer Gaming” is a moral philosophical analysis of the so called “killergame-controversy”. After the gun rampage of Winnenden, heavy discussions arose in Germany about video games, especially those with violent content. The public opinion is that violent video games cause violent behaviour in real life. Some German politicians even claimed that such games would be on one level with child pornography. With the help of three known normative ethical theories – consequentialism (Mill), deontology (Kant) and virtue ethics (Aristoteles) – the scientific arguments against video games are analysed and evaluated. The opponents of video games focus on the content and graphics of the games (narratological approach). After an extensive presentation of their arguments, it turns out that none remains valid after applying the ethical theories to them. Solely the virtue ethics approach seems to be of help, however not against but in aid of video games. This is dealt with in the second part of the book. Miguel Sicart’s work “The Ethics of Computer Games” tries to develop a tangible ethics for computer games. “The Clever Player and the Ethics of Computer Gaming” presents Sicart’s theory for the first time in German and re-structures it’s content by focussing on the main ingredients of his theory. Sicart’s concept does not include any content or graphical aspects. It is a strictly ludological (game studies) approach which focuses on the rules and the system of the games. The three main elements of his theory are: 1. the video game as a moral object, 2. the player as a moral subject and 3. playing video games as a moral act. These three aspects work together. The result is an interaction between the game and the player which also includes the non-playing-subject of the player. A person starts playing a video game and hence becomes the player of this game. He acts according to the rules and uses his previous experience with other games in order to play as properly as possible. This means that he does not cheat, does not use tricks, acts with fair play in multiplayer games etc. Since the player is more than just a player, he also uses his virtues and perspectives from the real world as a player-tool. The player acts morally correct in such an interaction, if he helps the game become an experience rather than a mere object (CD/DVD). Only when a game is experienced on the screen by a player, it becomes a real game as intended by it’s designers. And if this game needs a violent on-screen solution for solving a problem, then the player ought to do so. The player which Sicart describes is a “clever player” and not some sort of zombie without thoughts and evaluation of what is happening. The third part of the book analyses Sicart’s framework and shows his weakness with the help of a practical example. While the opponents of video games focus on the content and graphics only, Sicart’s approach does not include them at all. Therefore, both positions are extreme and Sicart’s point of view is re-interpreted into an “Ethics of Computer Gaming”, pointing out the active part of his theory. Now it is scientifically possible to prove all arguments against video games following the Winnenden-controversy wrong at one go. The last part of the book goes back to Aristoteles’ view on ethics: living a good life means finding the middle ground between extremes. Hence, a complete ethics of computer games needs both approaches: the narratological (graphics and content) and the ludological (rules and game systems). Only when both are combined, a real ethics of computer games is possible. A framework for such a theory is proposed as well as two ideas which can be helpful for further research in this field.
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Persson, Louise. "To Kill or Not to Kill : The Moral and Dramatic Potential of Expendable Characters in Role-playing Video Game Narratives." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12347.

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Killing in role-playing video games is often a prominent feature. Most of the times, the characters killed are nameless criminals or minions of the true antagonist and if the game wants the player to kill, the player will most probably kill. This research was conducted to see how a dynamic narrative could affect a player’s choice of whether or not to kill expendable adversaries when a choice was provided. Participants played an interactive narrative in two different versions, followed by interviews, to see how narrative consequences and mechanisms for moral disengagement affected the players’ choices. The results showed that the choice of whether or not to kill could be affected if the narrative is dynamic and the non-playable characters reflect upon the choices made. Future studies should be conducted to see how graphics and sound affect the choices, and to see if it might be the mere choice in itself that affects the players the most.
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Grobler, Carli. "The promotion of ethical egoism through morality mechanics in mass effect, fable III & fallout new vegas: a role-playing video game exploration." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7699.

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The aim of this study is to determine whether or not ethical egoism is promoted during gameplay of three role-playing video games namely Mass Effect, Fable III and Fallout New Vegas. The rapid expansion of the video gaming industry as well as game studies as an academic field have made it necessary to understand what effects video games may have on society. This study shows that gamers come into contact with various ethico-moral dilemmas during gameplay and act in an egoistic manner in order to complete video games. Firstly, an explanation of game and gameplay are provided as well as an outline of two game studies methodologies, namely narratology and ludology. These two methodologies are then combined into a hybrid approach which is used to analyse the video games from both a narrative and gameplay point of view which allows for a more comprehensive analysis of each respective game. Thereafter, a discussion of B.F. Skinner's behaviourism is given in order to better understand gamer behaviour. Skinner's concepts of positive reinforcement, schedules of reinforcement and operant conditioning are then linked to video games to show behaviourism's influences on game design. Ethical egoism, as theorised by Thomas Hobbes and Jesse Kalin, provides the ethico-moral theory necessary for the analysis of the morality mechanic in each game. Ethico-moral dilemmas identified within each game are discussed with regards to the hybrid approach which details both narrative and gameplay consequences of in-game ethico-moral decision making. The study concludes that gamers are ethical egoists when engaged in gameplay, due to their desire to complete the video game. However, during gameplay, gamers are exposed to altruism which is often promoted through the narrative and the nature of in-game objectives. Suggestions for further studies are also given for example a more detailed analysis of gamer behaviour, a qualitative study of in-game ethico-moral actions as well as a study of games that are non-violent in nature.
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Alonso, Kevin, and Erik Jigvall. "Thinking Outside the Lootbox : Balancing on the Scale of Gacha." Thesis, Uppsala universitet, Institutionen för speldesign, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355652.

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Lootboxes currently cause a frequent debate in the games industry where the discussion is often focused on the connection to gambling. In this thesis an addition to this debate is made by taking a closer look at Gacha design – a way to design games around monetization – through theory and player opinions. Conclusions point to that if Gacha is viewed as a spectrum of strength the discussion can benefit from an increased understanding of all monetization systems within games regardless of their abstract definitions. The data was collected through focus groups and analyzed based on current research of the common topics that surfaced during the focus group discussions. The thesis found that overall knowledge surrounding Gacha was lacking and by looking at Gacha as a design method opened up for a broader discussion with connections to Lootboxes.
Lootboxes orsakar för närvarande en återkommande debatt inom spelindustrin där diskussionens fokus ofta är kring kopplingen till hasardspel. I detta examensarbete görs ett tillägg till debatten genom en närmre undersökning av Gacha design – vilket är ett designverktyg för inkomstgenerering – genom teori och spelares åsikter. Slutsatserna pekar mot att om Gacha är sett som ett spektrum av styrka kan diskussionen nyttjas för att bidra till en ökad förståelse av alla former av inkomstgenereringssystem inom spel oberoende av deras abstrakta definitioner. Data samlades genom fokusgrupper och analyserades utifrån nuvarande forskning runt de vanligaste ämnen som uppstod under fokusgruppernas diskussioner. Detta examensarbetet fann att den övergripande kunskapen kring Gacha var begränsad och genom att titta på Gacha som en design method öppnade upp för en bredare diskussion med kopplingar till Lootboxes.
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Blake, Greyory. "Good Game." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5377.

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This thesis and its corresponding art installation, Lessons from Ziggy, attempts to deconstruct the variables prevalent within several complex systems, analyze their transformations, and propose a methodology for reasserting the soap box within the display pedestal. In this text, there are several key and specific examples of the transformation of various signifiers (i.e. media-bred fear’s transformation into a political tactic of surveillance, contemporary freneticism’s transformation into complacency, and community’s transformation into nationalism as a state weapon). In this essay, all of these concepts are contextualized within the exponential growth of new technologies. That is to say, all of these semiotic developments must be framed within the post-Internet sphere.
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Fisher, Howard D. "Don't Let the Girls Play: Gender Representation in Videogame Journalism and the Influence of Hegemonic Masculinity, Media Filters, and Message Mediation." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1332372302.

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Schirmer, James Robert. "Acquiring Literacy: Techne, Video Games and Composition Pedagogy." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1211307417.

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Van, Sophie. "Encouraging moral reflection in digital games : Feedback systems and their effects." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12542.

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The aim of this study is to investigate whether some feedback systems are better at encouraging moral reflection than other in digital games. A small game was developed, which was then made into three versions, each with different feedback systems. A total of 35 people participated in the study. The results indicate that color coding the game’s options decrease the moral reflection, while some feedback in form more ambiguous text is still positively perceived.
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Keilen, Brian. "Echoes of Invasion: Cultural Anxieties and Video Games." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1342217874.

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Rollandin, Marion. "La réflexivité communicationnelle induite par les échanges en ligne : pratique, médiation et médiatisation, vers une posture d'ethnologue-amateur." Thesis, Paris 4, 2015. http://www.theses.fr/2015PA040103.

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Cette recherche interroge la production d’un savoir sur la communication qui résulte de la réflexivité communicationnelle induite par les échanges en ligne établis au sein d’un média informatisé. L’objectif est de comprendre comment se construit ce savoir en analysant le triptyque sujet/dispositif/autres usagers. Par la pratique de dispositifs comme l’arène de bataille en ligne multijoueur League of Legends ou du site de discussion féminin en ligne Confidentielles.com, les sujets s’engagent dans un « régime d’ajustement » visant à comprendre et à juger les situations de communication qui se présentent à eux. Le régime d’ajustement apparaît comme dynamique, inconscient, évolutif et se déroule simultanément à la pratique, par le biais d’opérations réflexives. Deux niveaux de réflexivité sont étudiés qui équivalent à des périodes de l’ajustement : le premier débute à la confrontation avec le dispositif, où les sujets apprennent à décrypter ce qui se joue dans la situation, définissent le comportement à adopter, et appréhendent l’importance du rapport aux autres. Le second s’effectue tout au long de la pratique pour gérer efficacement les différentes interactions et vivre au mieux l’expérience. Ces processus réflexifs induisent la production de savoirs ordinaires et s’accompagnent de l’adoption d’une « posture d’ethnologue-amateur » : les sujets développent une certaine sensibilité à décrypter les processus et à comprendre les situations de communication grâce aux « voyages » effectués entre le monde de la communication médiatisée et celui de la communication en face à face
The research studies the process of making of a knowledge on the communication resulting from reflective communication in online interchanges within a computerized media. It aims at understanding how this knowledge is acquired by analyzing the following triptych : users/device/other users. When using device like a multiplayer online battle arena League of Legends or female online discussion website Confidentielles.com, the users get involved in a psychosocial « adjustment system » to understand and assess the situations of communication they are facing. Thus, since it is developed during the practice, the « adjustment system » appears to be dynamic, mechanical and progressive thanks to reflective process. Two levels of reflexivity corresponding to the stages of this adjustment will be studied. The first level starts when the user facing the device has to work out and estimate the situation, decide on the strategy to adopt and grasp the importance of relations with others. The second level takes place all through the practice to manage efficiently the various interactivities and be as happy as possible in the given situation. On the one hand, these reflective process infer the production of ordinary knowledge; in the other hand the user has to adopt the « amateur-ethnologist position » when developing skills to understand the process and the situations of communication thanks to the « trips » between mediated communication and face to face communication
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Books on the topic "Video Game Ethics"

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Ethics and game design: Teaching values through play. Hershey, PA: Information Science Reference, 2010.

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The ethics of computer games. Cambridge, MA: MIT Press, 2009.

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Cheating: Gaining advantage in videogames. Cambridge, MA: MIT Press, 2007.

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Vice city virtue: Moral issues in digital game play. Leuven: Acco, 2011.

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Robin, Wilkins, ed. Getting unplugged: Take control of your family's television, video game, and computer habits. New York: John Wiley, 1998.

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Karen, Schrier, and Gibson, David, 1950 Aug. 27-, eds. Ethics and game design: Teaching values through play. Hershey PA: Information Science Reference, 2010.

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2014.

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Designing Games For Ethics Models Techniques And Frameworks. Information Science Publishing, 2011.

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Gregory, Josh. Ethics and Legal Problems. Cherry Lake Publishing, 2020.

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Gregory, Josh. Ethics and Legal Problems. Cherry Lake Publishing, 2020.

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Book chapters on the topic "Video Game Ethics"

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Piero, Mike. "Coda: Ethics in Gaming, Here and Now." In Video Game Chronotopes and Social Justice, 269–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91944-3_8.

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Karcher, Mary C. "So, You Want to Start a Research Archive?: Ethical Issues Researching and Archiving Video Game History." In The Ethics of Playing, Researching, and Teaching Games in the Writing Classroom, 273–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63311-0_16.

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Kim, Se Young. "Getting Over the Fear of Murder: Video Game Violence and the Ethics of Empowerment in The Last of Us." In The Palgrave Handbook of Violence in Film and Media, 355–77. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05390-0_18.

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Neely, Erica L. "The Ethics of Choice in Single-Player Video Games." In Philosophical Studies Series, 341–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01800-9_19.

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"Ethics." In The Routledge Companion to Video Game Studies, 492–500. Routledge, 2014. http://dx.doi.org/10.4324/9780203114261-71.

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"Video Games, Video Gamers, and the Ethics of Video Game Design." In Ethical Challenges in Digital Psychology and Cyberpsychology, 254–69. Cambridge University Press, 2019. http://dx.doi.org/10.1017/9781108553384.014.

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Hodent, Celia. "Ethics in the video game industry." In The Psychology of Video Games, 77–87. Routledge, 2020. http://dx.doi.org/10.4324/9781003045670-6.

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Khandaker, Mitu. "How Games Can Touch You." In Designing Games for Ethics, 142–58. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-120-1.ch010.

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Novel kinesthetic and mimetic video game interfaces, such as the Wii Remote, PlayStation Move, and Microsoft Kinect, are seeing widespread mainstream appeal. However, with games ranging from the family-friendly Rock Band series, to the banned Manhunt 2, this chapter discusses the ethical implications of interfaces that seek to increase the verisimilitude of our game experiences, and offers a position from which to further consider the controller as an integral part of the overall game design.
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"Killswitch Engage: Ethics in Game Design." In Culture at Play: How Video Games Influence and Replicate Our World, 60–68. Brill | Rodopi, 2020. http://dx.doi.org/10.1163/9789004439788_008.

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Wonderly, Monique. "Video Games and Ethics." In Spaces for the Future, 29–41. Routledge, 2017. http://dx.doi.org/10.4324/9780203735657-3.

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Conference papers on the topic "Video Game Ethics"

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"Ethical Issues of Simulation Video Games." In 2th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.060.

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Scavarelli, Anthony, and Ali Arya. "CINDR: A proposed framework for ethical systems in video games." In 2014 IEEE Games, Media, Entertainment (GEM) Conference. IEEE, 2014. http://dx.doi.org/10.1109/gem.2014.7048084.

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Aligeng. "A Study on the Spread of Ethnic Minority Traditional Legends in the New Era: Taking the Video Game “Nishan Shaman” as an Example." In 2nd International Conference on Language, Art and Cultural Exchange (ICLACE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210609.038.

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Nuñez, ME, MX Rodriguez-Paz, and RPM Lozano. "EVALUATING THE DEVELOPMENT OF SUSTAINABILITY COMPETENCIES AND KNOWLEDGE IN THE ARCHITECTURE AND DESIGN STUDENTS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7125.

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Innovation in learning and teaching in higher education permits greater impact on students in the context of the current form of communication. Compared to the traditional model of teaching. employing innovative teaching resources offers opportunities to explore different global perspectives and can help students recognize the complexities behind the world's current challenges, including that of Sustainable Development. This study is part of an investigation that, through different methods has collected information to address the need for innovative resources to promote Sustainable Development Education (SDE) more efficiently into the higher education curricula, specifically into the Architecture and Design programs. This study seeks to respond to the call for responsible actions, based on rational principles and ethical values to integrate Sustainable Development (SD) in the study plans through the design of a digital platform and an online test that allows architecture and industrial design students to evaluate the sustainability of their projects. A survey was applied for the first time in June 2020 to a sample of 145 students from nine Project courses; the main results of this first application are presented in this paper. An important finding so far is that it is necessary to integrate SD more firmly and more efficiently and that a deeper reflection in students about SD must be promoted. It is also important to provide the students with an adequate variety of resources for the development of their projects, such as: tests to evaluate sustainability, links to workshops, online games, complementary courses and conferences, videos and webinars with experts, among others. Keywords: Sustainable development education, evaluation of competencies, higher education curricula
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Reports on the topic "Video Game Ethics"

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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