{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,8]],"date-time":"2026-04-08T11:21:17Z","timestamp":1775647277440,"version":"3.50.1"},"reference-count":49,"publisher":"Emerald","issue":"4","license":[{"start":{"date-parts":[[2023,7,10]],"date-time":"2023-07-10T00:00:00Z","timestamp":1688947200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JARHE"],"published-print":{"date-parts":[[2024,7,9]]},"abstract":"Purpose<\/jats:title>The purpose of the article is to develop an innovative pedagogic tool: an escape room board game to be played in-class, targeting an introduction to an ethics course for engineering students. The design is student-centred and aims to increase students' appreciation, commitment and motivation to learning ethics, a challenging endeavour for many technological students.<\/jats:p><\/jats:sec>Design\/methodology\/approach<\/jats:title>The methodology included the design, development and in-class application of the mentioned game. After application, perception data from students were collected with pre- and post-action questionnaire, using a quasi-experimental method.<\/jats:p><\/jats:sec>Findings<\/jats:title>The results allow to conclude that the developed game persuaded students be in class in an active way. The game mobilizes body and mind to the learning process with many associated advantages to foster students' motivation, curiosity, interest, commitment and the need for individual reflection after information search.<\/jats:p><\/jats:sec>Research limitations\/implications<\/jats:title>The main limitation of the game is its applicability to large classes (it\u00a0has been successfully tested with a maximum of 65 students playing simultaneously in the same room).<\/jats:p><\/jats:sec>Originality\/value<\/jats:title>The originalities and contributions include the presented game that helped to captivate students to ethics area, a serious problem felt by educators and researchers in this area. This study will be useful to educators of ethics in engineering and will motivate to design tools for a similar pedagogical approach, even more so in areas where students are not especially motivated. The developed tool is available from the authors at no expense.<\/jats:p><\/jats:sec>","DOI":"10.1108\/jarhe-02-2023-0056","type":"journal-article","created":{"date-parts":[[2023,7,7]],"date-time":"2023-07-07T07:48:23Z","timestamp":1688716103000},"page":"1029-1041","source":"Crossref","is-referenced-by-count":5,"title":["Pedagogical innovation to captivate students to ethics education in engineering"],"prefix":"10.1108","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4398-0809","authenticated-orcid":false,"given":"F\u00e1tima","family":"Monteiro","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0317-4714","authenticated-orcid":false,"given":"Armando","family":"Sousa","sequence":"additional","affiliation":[]}],"member":"140","published-online":{"date-parts":[[2023,7,10]]},"reference":[{"key":"key2024070906074129200_ref001","first-page":"1","article-title":"Engineering education gaming: case study of engineering ethics game modeling","year":"2020"},{"issue":"1","key":"key2024070906074129200_ref045","doi-asserted-by":"crossref","first-page":"86","DOI":"10.1007\/BF02504859","article-title":"Making learning fun: Quest Atlantis, a game without guns","volume":"53","year":"2005","journal-title":"Educational Technology Research and Development"},{"key":"key2024070906074129200_ref002","volume-title":"Teaching Values in Design in Higher Education towards a Curriculum Compass","year":"2020"},{"key":"key2024070906074129200_ref036","first-page":"1","article-title":"Apprendre \u00e0 enseigner au sup\u00e9rieur: L\u2019exemple des innovateurs p\u00e9dagogiques","volume":"1","year":"2000","journal-title":"Cahier de recherche OIPG"},{"key":"key2024070906074129200_ref003","volume-title":"Sustainability Ethics and Sustainability Research","year":"2011"},{"issue":"4","key":"key2024070906074129200_ref004","doi-asserted-by":"crossref","first-page":"365","DOI":"10.1207\/S15327809JLS1004new_1","article-title":"Identity construction environments: developing personal and moral values through the design of a virtual city","volume":"10","year":"2001","journal-title":"The Journal of the Learning Sciences"},{"key":"key2024070906074129200_ref005","first-page":"1","article-title":"Engineering students as co-creators in an ethics of technology course","volume":"27","year":"2021","journal-title":"Science and Engineering Ethics"},{"key":"key2024070906074129200_ref046","doi-asserted-by":"publisher","DOI":"10.1080\/13562517.2022.2151835","article-title":"Metamodern sensibilities: toward a pedagogical framework for a wicked world","year":"2022","journal-title":"Teaching in Higher Education"},{"issue":"1","key":"key2024070906074129200_ref006","first-page":"59","article-title":"Learn, play, design: using the escape room concept to teach creativity and innovation in a business course","volume":"13","year":"2021","journal-title":"Business Education Innovation Journal"},{"key":"key2024070906074129200_ref007","first-page":"10","article-title":"Teaching engineering ethics with the engineering ethics challenge game","year":"2005"},{"key":"key2024070906074129200_ref049","volume-title":"Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns","year":"2010"},{"issue":"6","key":"key2024070906074129200_ref008","doi-asserted-by":"crossref","first-page":"1026","DOI":"10.1177\/0038038519841826","article-title":"Teaching grenfell: the role of emotions in teaching and learning for social change","volume":"53","year":"2019","journal-title":"Sociology"},{"key":"key2024070906074129200_ref039","article-title":"Estudar no T\u00e9cnico?! 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