Analysis on Judgmental and Behavioral Aspects of Information Ethics among University Students

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  • FUKADA Shozo
    Faculty of Education, Ehime University
  • NAKAMURA Atsushi
    Information Media Center, Hiroshima University
  • OKABE Shigeto
    Information Initiative Center, Hokkaido University
  • FUSE Izumi
    Information Initiative Center, Hokkaido University
  • UEHARA Tetsutaro
    Department of Computer Science, College of Information Science and Engineering, Ritsumeikan University
  • MURATA Ikuya
    Faculty of Education, Hokkaido University of Education, Asahikawa Campus
  • YAMADA Tsuneo
    Center for Open and Distance Education, The Open University of Japan
  • TATSUMI Takeo
    Institute for Digital Enhancement of Cognitive Development, Waseda University
  • NAKANISHI Michio
    Faculty of Information Science and Technology, Osaka Institute of Technology
  • TAGAWA Takahiro
    Research Institute for Information Technology, Kyushu University
  • YAMANOUE Takashi
    Computing and Communications Center, Kagoshima University

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Other Title
  • 大学生の情報倫理にかかわる判断と行動
  • ダイガクセイ ノ ジョウホウ リンリ ニ カカワル ハンダン ト コウドウ

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Abstract

In this research, new questionnaire was developed to measure judgmental and behavioral aspects of information ethics by asking students to give responses to unethical use of computers and the internet. Four hundred and thirteen undergraduate students were answered the developed questionnaire. Relationships of measured information ethics with gender, everyday ethics, experience in computers and the internet, and experiences in information ethics education were examined. Results demonstrated that female students were more ethical than male students on both of judgmental and behavioral aspects of information ethics. Everyday ethics had strong impact on information ethics. Students who use computers and the internet for practical purpose had more ethical than the others. More experiences in information ethics classes in universities enhanced both aspects of information ethics. Information ethics classes in high school had effects, but it was less influential than ones in university. Lastly, possible combination effects of everyday ethics, experience in computers and the internet, and experiences in information ethics education on information echics were examined, but no such effect was detected by analysis of variance.

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