#538: Developing K-12 Teachers’ Ethical Competencies through Cognitive Dissonance of Gameplay

As AI literacy becomes increasingly integrated into K–12 education, teachers require robust ethical competencies to effectively teach AI ethics in classroom instruction. To address this need, we developed Responsible AI CAB, a scenario-based tabletop role-playing game designed to immerse teachers in real-world ethical dilemmas and foster collective ethical reasoning. Eight technology teachers participated in the gameplay. We employed bipartite epistemic network analysis (ENA) methods to examine teachers’ discourse. Results highlighted that gameplay-induced cognitive dissonance facilitated the development of teachers’ ethical competencies. This was evidenced by their adoption of multiple stakeholder perspectives under role pressures, their comprehension and application of responsible AI principles in group ethical reasoning through peer challenges or arguments, and their critical evaluation of new information to challenge existing beliefs. These findings inform the design of professional development programs seeking to cultivate the ethical competencies essential for K–12 AI literacy education.