Transforming accounting ethics education with serious games...Transforming accounting ethics...
Transcript of Transforming accounting ethics education with serious games...Transforming accounting ethics...
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Transforming accounting ethics education
withserious games
Eva Tsahuridu, Industry Fellow & Associate ProfessorGillian Vesty, Associate Professor
School of Accounting
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Bogart Technologieswww.rmit-bogart.com
Aligned with the newly revised and restructuredInternational Code of Ethics for Professional Accountants, the School of Accounting at RMIT University developedan interactive accounting ethics serious game, which provides:• three hours of CPD• a badged RMIT micro‐
credential
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ethics education
Biggest problem of unethical conduct at work:Good people behaving badly
Not intentional corruption or deliberate misbehaviour
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overconfidence
we think we are more ethical and that we are more likely to behave ethically than is warranted…
61% of doctors believed “freebies” given by pharmaceutical companies affected the judgment of other doctors
16% believed their own judgment was affected(Prentice, 2013)
overconfidence leads to lack of serious ethical reflection
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ethical blindspots
We think we know what we should do in a given situationWe think we know what we would do in a given situation
But
we do not always do it
Gap between what we expect we would do and what we actually do
Data and training needed to recognise and deal with our ethical blindspots
Ethical blindspots explain why good people (including professional accountants) can behave badly
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Ethical BEHAVIOUR AT WORK
B= f (P, I, E)
PersonWHO
IssueWHAT
EnvironmentWHERE
Ethical BEHAVIOUR AT WORK
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How do we make ethical decisions?
Moral awareness
Moral judgement
Moral behaviour
How do we make ethical decisions?
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In 2000, an accounting industry official to the SEC: “We are professionals that follow our code of ethics and practice by the highest moral standards. We would never be influenced by our own personal financial well being.”
“This testimony reflects an embarrassing ignorance of the impact of self-interest upon all humans’ decision making”ethicsunwrapped.utexas.edu/video/jack-self-serving-bias
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Serious Games: Digital immersive technologies
• Digital immersive technologies – Must demonstrate the transfer of
learning– encourage formative assessment – reduces reliance on summative
assessment which relies on memory and recall
• Game Mechanics – Causally linked series of challenges– Gameplay with leader boards; goals;
role play; levels etc. – learning should not come from related
user manuals
Source: http://i2.wp.com/onseriousgames.com/wp‐content/uploads/2015/06/Differences_in_ICTs.png
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Introducing Serious Games Design
• Serious games are a multi-billion-dollar industry– Serious … as in education– Games …as in fun
• ….trap of "edutainment," thinly disguised educational software or "chocolate-covered broccoli." (Farber, 2014)
• No excuse for poor design…. Gillian Vesty
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Accounting Ethics: A 3hr CPD offering!A resource that will enable accountants to:
– become aware of the restructured Code of Ethics for professional Accountants
– practice making ethical decisions – increase awareness of ethical
issues, responsibilities and pressures
– ‘safe’ setting for confidence building
– non-linearity contributes to reusability
A serious Ethics Game
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Bogart: Example of gameplay
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RMIT Digital Credential
A digital credential (badge) certifies the acquisition of capabilities and skills:
• trustworthy (RMIT/issuer brand)• provides assurance of learning• an accurate representation of earner’s
skills & capabilities • articulates meaning for industry and
employers • global recognition and seamless
transferability• conforms to professionally recognised
industry standards and/or compliant with regulatory framework
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Join us
• www.rmit-bogart.com• www.linkedin.com/showcase/rmit-school-of-
accounting/