TY - GEN
T1 - Game-Based Learning Can Enhance Students’ Understanding of AI Ethics
AU - Koskinen, Antti
AU - Lindstedt, Antero
AU - Kiili, Kristian
PY - 2024
Y1 - 2024
N2 - As AI technologies advance and become more integrated into society, it is crucial for students to develop a strong understanding of AI ethics. However, interventions specifically targeting AI ethics are scarce, as are those using game-based learning in AI literacy education, presenting an opportunity to explore the potential of game-based learning for teaching AI ethics. In this paper, we report the results of a pilot study in which we investigated the usefulness of a game-based learning environment titled MediaWatch - AI Ethics. The game was designed to foster an understanding of AI ethics. The study was conducted with 40 Finnish 9th-grade students who played MediaWatch - AI Ethics for about ten minutes during the regular school day. Pre-and post-test measurements were used to assess changes in students’ understanding of AI ethics and epistemic curiosity, while in-game measurements were used to examine self-efficacy and epistemic curiosity during gameplay. The findings revealed that even a short duration of gameplay can positively influence students’ understanding of AI ethics, suggesting that game-based learning is a promising approach to AI ethics education. However, the game did not significantly impact students’ epistemic curiosity or self-efficacy. The results contribute to the discussion of approaches to foster AI literacy and encourage further exploration of game-based learning in AI ethics instruction.
AB - As AI technologies advance and become more integrated into society, it is crucial for students to develop a strong understanding of AI ethics. However, interventions specifically targeting AI ethics are scarce, as are those using game-based learning in AI literacy education, presenting an opportunity to explore the potential of game-based learning for teaching AI ethics. In this paper, we report the results of a pilot study in which we investigated the usefulness of a game-based learning environment titled MediaWatch - AI Ethics. The game was designed to foster an understanding of AI ethics. The study was conducted with 40 Finnish 9th-grade students who played MediaWatch - AI Ethics for about ten minutes during the regular school day. Pre-and post-test measurements were used to assess changes in students’ understanding of AI ethics and epistemic curiosity, while in-game measurements were used to examine self-efficacy and epistemic curiosity during gameplay. The findings revealed that even a short duration of gameplay can positively influence students’ understanding of AI ethics, suggesting that game-based learning is a promising approach to AI ethics education. However, the game did not significantly impact students’ epistemic curiosity or self-efficacy. The results contribute to the discussion of approaches to foster AI literacy and encourage further exploration of game-based learning in AI ethics instruction.
U2 - 10.1007/978-3-031-78269-5_5
DO - 10.1007/978-3-031-78269-5_5
M3 - Conference contribution
SN - 978-3-031-78268-8
T3 - Lecture Notes in Computer Science
SP - 47
EP - 56
BT - Games and Learning Alliance
A2 - Schönbohm, Avo
A2 - Bellotti, Francesco
A2 - Bucchiarone, Antonio
A2 - de Rosa, Francesca
A2 - Ninaus, Manuel
A2 - Wang, Alf
A2 - Wanick, Vanissa
A2 - Dondio, Pierpaolo
PB - Springer
T2 - International Conference on Games and Learning Alliance
Y2 - 20 November 2024 through 22 November 2024
ER -