The design, implementation, and outcome of game-based learning for learners with disabilities have not been sufficiently examined systematically. Particularly, learner-based and contextual factors, as well as the essential roles played by various stakeholders, have not been addressed when game-based learning applications are used in special education. Therefore, a systematic literature review using the Activity Theory was conducted to analyse studies about game-based learning for learners with disabilities. Content analysis of 96 studies reported relevant information with respect to each activity component— (...) subject, technology, object, rules, community, division of labour and outcome. Furthermore, this study identified existing gaps from the reviewed studies, including occasional lack of parental engagement, difficulty of standardising performance measures due to the heterogeneity of learner profiles and contradictions. Finally, recommendations were made under each activity component. The study concluded that both general and domain-specific guidelines should be created for each disability category proposed in this review to assist practitioners who wish to use game-based learning with learners with disabilities. (shrink)

This qualitative field study is based on interviews with 20 experienced audit partners in France and documents the dialogical dimension of ethical deliberation in auditing. We ask: do audit partners consult each other when faced with an ethical dilemma at work? Who among their peers do they prefer to consult and why? Our analysis provides evidence that audit partners do not deliberate alone, contrary to what psychological experimental research on audit ethics usually postulates. When faced with an uncertain situation in (...) terms of professional ethics, they seek reassurance by consulting colleagues. Not just any colleagues, however. Whom they consult depends on whether they wish to avoid or take measured ethical risks. Overall, we find that audit partners approach ethics as a personal and collective risk that must be managed in specific ways. This study enriches what we know about auditor ethics by helping to shed light on what is usually inaccessible to researchers: the questions that audit partners ask their peers when faced with uncomfortable ethical issues in client engagements before making a decision they find acceptable. (shrink)

Recent conceptualizations of auditors’ professional skepticism suggest the interplay between analytical and intuitive information processing. We conduct an in-depth empirical investigation to explore this relationship, drawing on 49 interviews with auditors from the Big Four audit firms in the UK. It reveals that auditors’ skepticism often emerges intuitively in response to interpersonal contexts, manifesting as feelings of discomfort. These intuitive responses guide subsequent, more deliberative processes of collecting and analyzing audit evidence. The research demonstrates that such intuitive feelings are integral (...) to auditors’ recognition of potential issues, thereby enhancing their cognitive evaluations. Additionally, the study explores how auditors’ skeptical judgments are continuously shaped by their social environments and the intuitions of other members of their audit teams. Ultimately, the findings affirm that the fusion of intuition and reasoning plays a crucial role in auditors’ practice of PS, with past practice experiences and social interactions enriching their intuitive assessments and contributing to developing their professional expertise. (shrink)

In this article, we present findings from a participatory action research program in France on the exercise of human rights and supported and substitute decision-making, inspired by the United Nations Convention on the Rights of Persons with Disabilities (“CRPD”). Bringing together persons with the lived experience of disability, academics, and health and social care and support professionals, the project used the method of “experience-based construction of public problem” to transform experience into collective expertise. This enabled the exploration of support that (...) persons in vulnerable situations, whose capacity to exercise their human rights has weakened, need to make decisions in their lives and participate meaningfully in public debate. The relationship between the awareness of rights and exercise of rights is discussed. We argue for the need to balance out the positions of different contributors in participatory action research, in a reasoned manner, by recognizing the scientific and citizen-based participation of all partners. (shrink)