Scholarship in educational research has argued games are promising learning tools because players take on fictional identities and roles to build new knowledge and skills. Analyzing usability data from a detective game about research ethics called Murky Misconduct, this paper argues that players use situated and overlapping “interpretive frames” (Bateson, 1972) to formulate responses to in-game controversies. Drawing on data sourced from “think-aloud” verbal reports, this paper argues that player-testers, who are graduate students in STEM disciplines, take up shifting interpretive frames as they confront in-game controversies related to research ethics.
Situated Engagement with Research Ethics Games
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https://doi.org/10.1184/R1/6686804.v1