Cited By
View all- Hodent CBlumberg FDeterding S(2024)Ethical Games: Toward Evidence-Based Guidance for Safeguarding Players and DevelopersGames: Research and Practice10.1145/36852072:2(1-11)Online publication date: 29-Jul-2024
Many faces, many names? Ethics in Belgian game development education
Article No.: 15, Pages 1 - 23
Abstract
What is nowadays taught to the game creators of tomorrow in terms of ethics? The current study addresses this question by focusing on 11 higher education and continuous vocational training programs for aspiring game developers taught in Belgium. We conducted textual analyses of institutional materials and semi-structured interviews with nine educators. By combining these sources of data, this study identifies three key categories of ethical considerations that are taught to students: content and design impact, workplace standards, and diversity in gaming culture. This study also underscores educators’ proactivity in addressing gaps between curricular content, industry expectations, and student concerns. It is our hope that this study elucidates the critical potential of teaching ethics, providing actionable recommendations for educational institutions to help prepare creators navigate complex moral issues in today's gaming landscape.
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- Many faces, many names? Ethics in Belgian game development education
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Published In
June 2024
149 pages
EISSN:2832-5516
DOI:10.1145/3613575
- Editors:
- Sebastian Deterding,
- Kenny Mitchell
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Association for Computing Machinery
New York, NY, United States
Publication History
Published: 08 August 2024
Online AM: 04 July 2024
Accepted: 17 May 2024
Revised: 16 March 2024
Received: 25 September 2023
Published in GAMES Volume 2, Issue 2
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- Flemish Research Foundation-funded GAM(e)(a)BLE
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View all- Hodent CBlumberg FDeterding S(2024)Ethical Games: Toward Evidence-Based Guidance for Safeguarding Players and DevelopersGames: Research and Practice10.1145/36852072:2(1-11)Online publication date: 29-Jul-2024
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