In an increasingly polarised society marked by propaganda and populism, teaching dialogic communication and supporting communication ethics education has become essential.
While dialogic communication relies on interpersonal skills, communication ethics requires the ability to identify moral choices in everyday life, reason through them, and act on reasoned judgment. These abilities form part of the moral competence model (Sutrop et al, 2024), which we have adapted for teaching dialogical communication ethics
To help learners practice moral reasoning, strengthen moral imagination, and enhance interpersonal communication skills, we developed the Serious Game of Moral Choices (SGMC) focused on communication ethics (Parder & Harro-Loit 2025). The game is created in both online and board game formats.

Its core is built around narratives that present a value conflict and five predefined choices, each linked to a different aspect of moral philosophy and represented by a colour (Parder et al 2024). In the game designed for dialogic communication ethics players choose one response, which influences the colours of their Avatars. At the end, they receive feedback in the form of a colour palette reflecting their decisions.

The SGMC uses multi-perspective narratives, presenting the same event from two viewpoints (two actors). From a communication ethics perspective, these different perspectives enable players to understand the information available to the various characters in the narrative, as well missing information— a crucial component of communication ethics.

Gamifying communication ethics serves the training of six key competences:
1. Moral sensitivity to manage ethically complex social situations in daily life;
2. Moral awareness of one’s role, influence, and the limits of available information;
3. Moral imagination, or the ability to envision perspectives and outcomes of different actions;
4. Moral reasoning in relation to diverse response options;
5. Moral courage to carry out value clarification, especially in group settings (board game);
6. Dialogic engagement, including listening and encouraging open expression (board game).

This presentation will show how these competences are trained using a two-perspective narrative. In closing, we will summarise the results from early game testing and feedback.

References:
[1] Parder, M.-L., Tammeleht, A., Juurik, M., Paaver, T., Velbaum, K., & Harro-Loit, H. (2024). Digital Discussion Game on Values: Development, Use and Possibilities for Measuring Its Functionality. In Y. P. Cheng, M. Pedaste, E. Bardone, & Y. M. Huang (Eds.), Innovative Technologies and Learning. ICITL 2024. Lecture Notes in Computer Science (Vol. 14785, pp. 193–202). Springer. https://doi.org/10.1007/978-3-031-65881-5_21
[2] Parder, M.-L., & Harro-Loit, H. (2025). “What would you do, if you were Kim?” Using narrative-based method for improving dialogic communication ethics abilities. In 11th International Conference on Higher Education Advances (HEAd ’25) (Valencia, 17–20 June 2025). https://doi.org/10.4995/HEAd25.2025.20047
[3] Sutrop, M.; Harro-Loit, H.; Tammeleht, A.; Lilles-Heinsar, L.; Nummert, M.-L. (2025, confidential until autumn 2025). OECD High Performing Systems for Tomorrow Conceptual Framework. Education for human flourishing: towards policy and practice. Ethical reasoning or moral competence? 1−24

Keywords: Gamification, communication ethics, competences, training methodology.