Teaching Multidimensional Ethical Decision-Making Through a Role-Play Case Study

In this research-to-practice paper, we present a study examining how role-play case studies can teach technology students multidimensional ethical thinking on broad, everyday uses of algorithms and technology. Given the complexity of most engineering objects and systems, students need to be able to think not only from a technical or social perspective when it comes to ethical and responsible development and use but also to incorporate an awareness of environmental and sustainability concerns. To enable students to think in this multidimensional manner, we developed a role-play case study that explores different aspects of using e-scooters on a college campus. E-scooters are commonly available across the US on many college campuses, and it is not uncommon for students to have experienced using them or being in an environment where they are frequently used. The case study explores aspects of using e-scooters on campuses considering the technical, social, policy, and sustainability issues. The role-play activity encourages students to work collaboratively with their peers to understand the case study, raise concerns, and ultimately reach a consensus on the future use of the technology. The goal is to get students to recognize ethics in play in everyday spaces. To support this goal, open-ended data were collected from six student teams (6–7 students per team) with a total of 39 students and analyzed using a thematic analysis approach. Students learning about the case were supported through the use of academic and industry resources and frameworks. We found that students expressed a range of ethical concerns and were able to identify dilemmas and value tensions that are inherent in technology use. Thematic analysis of student discussions demonstrated students' uptake of ideas about dignity, well-being, sustainability, regulation, and convenience with reflection, among others. The data highlights students developing empathy and ethical perspectives by taking on a role, “being,” and negotiating from a character's viewpoint and motivation.

在这篇从研究到实践的论文中，我们介绍了一项研究，该研究探讨了角色扮演案例研究如何能够教导技术专业的学生对算法和技术的广泛日常应用进行多维伦理思考。鉴于大多数工程对象和系统的复杂性，学生在涉及到道德和负责任的开发与使用时，不仅需要从技术或社会角度进行思考，还需要纳入对环境和可持续性问题的认识。为了使学生能够以这种多维方式思考，我们开发了一个角色扮演案例研究，探讨在大学校园中使用电动滑板车的不同方面。电动滑板车在美国许多大学校园中普遍存在，学生使用过它们或处于经常使用它们的环境中并不罕见。该案例研究从技术、社会、政策和可持续性问题等方面探讨了在校园中使用电动滑板车的情况。角色扮演活动鼓励学生与同龄人合作，以理解案例研究，提出关注点，并最终就该技术的未来使用达成共识。目的是让学生认识到日常环境中的伦理问题。为了支持这一目标，我们从六个学生小组（每个小组6 - 7名学生，共39名学生）收集了开放式数据，并使用主题分析方法进行分析。通过使用学术和行业资源及框架，为学习该案例的学生提供了支持。我们发现，学生表达了一系列伦理关注点，并能够识别技术使用中固有的困境和价值冲突。对学生讨论的主题分析表明，学生接受了关于尊严、福祉、可持续性、监管和便利性等方面的观点，并进行了反思。数据强调了学生通过扮演一个角色、“设身处地”并从角色的观点和动机出发进行协商，从而培养同理心和伦理视角。