Evaluation of accessibility within a tabletop context is much more complicated than it is within a video game environment. There is a considerable amount of variation in game systems, game mechanisms, and interaction regimes.
The study of game accessibility to date has largely focused on the topic of accessibility within a video game context. Largely underexplored in the academic and professional literature is accessibility in the domain of tabletop games, especially those that are classified as part of the 'hobbyist' market. An ongoing series of research annotations, published on the blog Meeple Like Us, has been aimed at addressing this lack of attention. In this paper, the authors report on the work of the Meeple Centred Design project which to date has examined 116 board games for the accessibility issues they manifest and the lessons that can be learned for designers in this space. While the project has not achieved significant coverage of even a fraction of the available library of hobbyist games, currently numbering approximately one hundred thousand, it has discussed the issues with many of the most critically success and popular of these titles. This paper reports on results to date, methodology of the analyses, limitations of the project, and the future plans for work in this interesting game accessibility context. Keywords Board games Á Accessibility Á Inclusion Á Tabletop Á Meeple like us Á Universal access & Michael James Heron
In this paper, the authors discuss sexism and misogyny within video game culture through the lens of two high-profile examples of cyber-mob harassment and vilification of 'girls in gaming'. We discuss the representation of women within games as a set up for a discussion of Anita Sarkeesian and her Women versus Tropes in Games Youtube series. We then discuss indie game developer Zoe Quinn and what has become known online as 'gamergate. We use logs from the participants in Quinn's harassment to deconstruct the anatomy, techniques and methodology of misogynist online harassment, and how it is permitted and normalized by wider gaming culture. We stress that while this is not universal, it is wide-spread, insidious, and a major problem for video gaming culture. We conclude with a short discussion on the ways in which the issue can be addressed.
The delivery of ethical instruction within formal educational contexts is a task that is fraught with difficulties. Real world situations and examples of misconduct abound, but sourcing sufficient material within the constraints associated with developing course materials can be time-consuming.The availability of resources to illustrate relevant aspects may not be available, or may not fully emphasize the issues that educators wish to incorporate into their discussion of the material. At best, such an approach can only highlight in isolation -larger, overarching connections are rarely available. The provision of ethical instruction is now a core aspect of many undergraduate and postgraduate courses across a variety of disciplines, and accreditation bodies often include meeting the need for instruction in ethical and professional issues as a pre-requisite. In this paper we present a wide-ranging ethical case study called 'A Scandal in Academia'. It is a spiritual successor to the Case of the Killer Robot first published in the very early 1990s. The Scandal in Academia study has been trialed with students at all levels of the undergraduate curriculum and has been very effective in offering a coherent jumping-off point for a discussion of the implications of ethical and unethical activity. It is hoped that the provision of this study will be a useful tool for educators and others looking to investigate and present issues of professional responsibility within formal and informal contexts.
The recent death of a Volkswagen worker at the hand of a factory robot has resulted in a number of editorials and opinion pieces discussing moral responsibility and robots. In this short response piece we outline some of the wider context of this discussion, with reference to the classic ethical study the Case of the Killer Robot. We argue that there is a growing need for the field of computer ethics to consider with some urgency what it means to be a responsible moral agent when tragic events occur, and to what extent it makes sense to 'blame the robot'.
The Scandal in Academia is a large-scale fictional ethical case study of around 17,000 words and fourteen separate revelations. They are delivered as newspaper extracts from a newspaper reporting on an ongoing crisis at a Scottish educational institution. The scandal case study as presented in its original form comes with only limited commentary on the ethical issues raised, concentrating instead on providing the scenario in isolation. This paper is a companion piece to that case study, discussing the third and fourth revelations with reference to the issues raised, the mainstream media, and the formal academic literature. The discussion presented here is not intended to be exhaustive or definitive. It is instead indicative of an approach that could be taken within a formal educational context, and illustrative of the kind of discussions that ideally emerge from the effective use of the material.
Tools for algorithmically detecting plagiarism have become very popular, but none of these tools offers an effective and reliable way to identify plagiarism within academic software development. As a result, the identification of plagiarism within programming submissions remains an issue of academic judgment. The number of submissions that come in to a large programming class can frustrate the ability to fully investigate each submission for conformance with academic norms of attribution. It is necessary for academics to investigate misconduct, but time and logistical considerations likely make it difficult, if not impossible, to ensure full coverage of all solutions. In such cases, a subset of submissions may be analyzed, and these are often the submissions that have most readily come to mind as containing suspect elements. In this paper, the authors discuss some of the issues with regards to identifying plagiarism within programming modules, and the ethical issues that these raise. The paper concludes with some personal reflections on how best to deal with the complexities so as to ensure fairer treatment for students and fairer coverage of submissions.
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