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Play and fun in learning ethics education

Ethical competency is critical to the well-being of professionals. Ethical issues and decision-making process permeate the profession, and living ethically can be articulated as projecting the highest standard of belief system. In this research, the engineering ethics education instructor will use g...

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Main Authors: Zakaria, Noor Syamilah, Saripan, M. Iqbal, Ismail, Alyani, Subarimaniam, Neerushah
Format: Conference or Workshop Item
Language:English
Published: Faculty of Educational Studies, Universiti Putra Malaysia 2019
Online Access:http://psasir.upm.edu.my/id/eprint/76857/1/ICERP2019-30.pdf
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spelling oai:psasir.upm.edu.my:76857 http://psasir.upm.edu.my/id/eprint/76857/ Play and fun in learning ethics education Zakaria, Noor Syamilah Saripan, M. Iqbal Ismail, Alyani Subarimaniam, Neerushah Ethical competency is critical to the well-being of professionals. Ethical issues and decision-making process permeate the profession, and living ethically can be articulated as projecting the highest standard of belief system. In this research, the engineering ethics education instructor will use gamification in disseminating knowledge and conducting course activities. Gamification introduces a new idea which brings together the elements of play and fun in learning such a cut and dry course. Gamification in teaching engineering ethics education enables creative and intuitive skills, which may engage learners to experience course contents in more attractively and effectively. For this research, there will be a mobile application called Ethoshunt™ to be utilized in teaching engineering ethics education course. The objective of this conceptual research is to identify how ethics education is learned, understood, experienced and applied by the engineering students which utilizes gamification to their evolving professional identity and work in the program. This research will employ qualitative research design and use interpretive case study genre. The research will involve classroom observations and individual in-depth interview sessions. The interview information will be transcribed and documentations will be collected from course assignments. The researchers will comprehensively review the relevant literature to frame and refine the emergent findings. Coding categories will be developed using data analysis software on an ongoing basis, until the tentative sub-themes emerge and become the emergent master themes. This research may have impact on development and quality of teaching and learning new paradigm towards improving the quality and competitiveness of graduates. This research may also contribute a substantial change within engineering programs and generate a new strategy in teaching ethics education for future engineers. Faculty of Educational Studies, Universiti Putra Malaysia 2019 Conference or Workshop Item PeerReviewed text en http://psasir.upm.edu.my/id/eprint/76857/1/ICERP2019-30.pdf Zakaria, Noor Syamilah and Saripan, M. Iqbal and Ismail, Alyani and Subarimaniam, Neerushah (2019) Play and fun in learning ethics education. In: 5th International Conference on Educational Research and Practice (ICERP) 2019, 22-23 Oct. 2019, Palm Garden Hotel, Putrajaya, Malaysia. (pp. 641-646).
institution UPM IR
collection UPM IR
language English
description Ethical competency is critical to the well-being of professionals. Ethical issues and decision-making process permeate the profession, and living ethically can be articulated as projecting the highest standard of belief system. In this research, the engineering ethics education instructor will use gamification in disseminating knowledge and conducting course activities. Gamification introduces a new idea which brings together the elements of play and fun in learning such a cut and dry course. Gamification in teaching engineering ethics education enables creative and intuitive skills, which may engage learners to experience course contents in more attractively and effectively. For this research, there will be a mobile application called Ethoshunt™ to be utilized in teaching engineering ethics education course. The objective of this conceptual research is to identify how ethics education is learned, understood, experienced and applied by the engineering students which utilizes gamification to their evolving professional identity and work in the program. This research will employ qualitative research design and use interpretive case study genre. The research will involve classroom observations and individual in-depth interview sessions. The interview information will be transcribed and documentations will be collected from course assignments. The researchers will comprehensively review the relevant literature to frame and refine the emergent findings. Coding categories will be developed using data analysis software on an ongoing basis, until the tentative sub-themes emerge and become the emergent master themes. This research may have impact on development and quality of teaching and learning new paradigm towards improving the quality and competitiveness of graduates. This research may also contribute a substantial change within engineering programs and generate a new strategy in teaching ethics education for future engineers.
format Conference or Workshop Item
author Zakaria, Noor Syamilah
Saripan, M. Iqbal
Ismail, Alyani
Subarimaniam, Neerushah
spellingShingle Zakaria, Noor Syamilah
Saripan, M. Iqbal
Ismail, Alyani
Subarimaniam, Neerushah
Play and fun in learning ethics education
author_facet Zakaria, Noor Syamilah
Saripan, M. Iqbal
Ismail, Alyani
Subarimaniam, Neerushah
author_sort Zakaria, Noor Syamilah
title Play and fun in learning ethics education
title_short Play and fun in learning ethics education
title_full Play and fun in learning ethics education
title_fullStr Play and fun in learning ethics education
title_full_unstemmed Play and fun in learning ethics education
title_sort play and fun in learning ethics education
publisher Faculty of Educational Studies, Universiti Putra Malaysia
publishDate 2019
url http://psasir.upm.edu.my/id/eprint/76857/1/ICERP2019-30.pdf
_version_ 1782758749343055872
score 12.933938

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