Game ethics-Homo Ludens as a computer game designer and consumer

Play and games are among the basic means of expression in intelligent communication, influenced by the relevant cultural environment. Games have found a natural expression in the contemporary computer era in which communications are increasingly mediated by computing technology. The widespread use of e-games results in conceptual and policy vacuums that must be examined and understood. Humans involved in design-ing, administering, selling, playing etc. computer games encounter new situations in which good and bad, right and wrong, are not defined by the experience of previous generations. This article gives an account of the historical necessity of games, the development of e-games, their pros- and cons, threats and promises, focusing on the ethical awareness and attitudes of game developers.

[1]  P. Brey.  The ethics of representation and action in virtual reality , 2020, Ethics and Information Technology.

[2]  Hermann Hesse.  Magister Ludi: The Glass Bead Game , 1978 .

[3]  R. Winston,et al.  The glass bead game : Magister Ludi , 1972 .

[4]  D. Gentile,et al.  The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. , 2004, Journal of adolescence.

[5]  S. Wilson.  What Video Games Have to Teach Us about Learning and Literacy , 2006 .

[6]  J. Huizinga.  Homo Ludens: A Study of the Play-Element in Culture , 1938 .

[7]  Dave Grossman,et al.  Stop Teaching Our Kids to Kill: A Call to Action Against TV, Movie & Video Game Violence , 1999 .

[8]  Gordana DODIG-CRNKOVIC.  On the Importance of Teaching Professional Ethics to Computer Science and Engineering Students , 2003 .

[9]  E. Vandewater,et al.  Linking obesity and activity level with children's television and video game use. , 2004, Journal of adolescence.

[10]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[11]  C. Anderson,et al.  Effects of Violent Video Games on Aggressive Behavior, Aggressive Cognition, Aggressive Affect, Physiological Arousal, and Prosocial Behavior: A Meta-Analytic Review of the Scientific Literature , 2001, Psychological science.

[12]  Tracie Pasold,et al.  Violence exposure in real-life, video games, television, movies, and the internet: is there desensitization? , 2004, Journal of adolescence.

[13]  K. Squire,et al.  Replaying history: learning world history through playing civilization iii , 2004 .

[14]  Hermann Hesse,et al.  The Glass Bead Game , 1943 .

[15]  Michael Zyda,et al.  Entertainment R&D for Defense , 2003, IEEE Computer Graphics and Applications.

[16]  Jeanne B. Funk,et al.  Playing violent video games, desensitization, and moral evaluation in children , 2003 .

[17]  Gordana Dodig-Crnkovic,et al.  On the Importance of Teaching Professional Ethics to Computer Science Students , 2006 .

[18]  C. Anderson,et al.  Violent video game exposure and aggression A literature review , 2004 .

[19]  Gonzalo Frasca,et al.  Ludologists love stories, too: notes from a debate that never took place , 2003, DiGRA Conference.

[20]  C. Anderson.  An update on the effects of playing violent video games. , 2004, Journal of adolescence.

[21]  B. J. Fogg,et al.  Persuasive technology: using computers to change what we think and do , 2002, UBIQ.

[22]  Mark Griffiths,et al.  The Therapeutic Use of Videogames in Childhood and Adolescence , 2003 .

[23]  M. Lepper,et al.  Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. , 1996 .

[24]  Christopher W. Morris,et al.  Game Theory and Ethics , 2004 .

[25]  J. C. Dill,et al.  VIDEO GAME VIOLENCE: A REVIEW OF THE EMPIRICAL LITERATURE , 1998 .