![]() The results suggested that the participants’ knowledge of information ethics was significantly improved after playing the serious game. In this study, they played the game and their game experiences and decision-making processes were recorded and analyzed. The player-learners were 40 college students majoring in information science and computer science as pre-service informaticists. A simulation game with four mission scenarios covering critical issues of privacy, accuracy, property, and accessibility was developed as a situated, authentic and autonomous learning environment. Taking advantage of the nature of games to deal with conflicting desires through contextual practices, this study illustrated the formal process of designing a situated serious game to facilitate learning of information ethics, a subject that heavily involves decision making, dilemmas, and conflicts between personal, institutional, and social desires.
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