Fostering Character Education with Games and Interactive Story Generation

Abstract

Promoting ethical, responsible, and caring behavior in young people is a perennial aim of education. Schools are invited to include moral teaching in every possible curriculum. Efforts have been made to find non-traditional ways of teaching such as games or role play or engaging students in moral dilemmas. However, classroom environments need to consider time constraints, curriculum standards, and differing children’s personalities. Computer systems can offer rich environments that detect and respond to student knowledge gaps, misconceptions, and variable affective states. This chapter presents AEINS, an adaptive narrative-based educational game that helps the teaching of basic ethical virtues to young children to promote character education. The central goal is to engage students in a dynamic narrative environment and to involve them in different moral dilemmas (teaching moments) that use the Socratic method as the predominant pedagogy. The authors argue that AEINS incorporates appropriate game design principles and successfully manages the interaction between the narrative level and the tutoring level to maximize student learning. Moreover, it is able to convey the moral skills to its users, as shown in the evaluation.

How local wisdom-based story calendar media improve patriotism character of elementary students?

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Implementation of Character Education in Teaching English For Young Learners

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Design, Development, and Usability of a Virtual Environment on Moral, Social, and Emotional Leaning

“…Kersten (2012) calls bullying victimization a "collapse of moral code and a symptom of the passing of everyday values" such as empathy, kindness, compassion and tolerance. Although Virtual Learning Environments (VLEs) are seen as an effective vehicle to transfer moral value orientations and positive emotions Hodhod et al, 2011;Zagal 2009), they have never been considered pedagogically imperative by the Japanese school system. This is despite a growing wider focus on developing active and dynamic learning environments which incorporate digital technology and encourage a participative relationship between students and practitioners (Borges et al, Although the need to address the current lack of ICT integration into pedagogy is an identified problem in Japan (Aoki 2010) engaging children in design is still not the norm in the Japanese technology design culture, with resistance to adopting user-centered approaches.…”