Abstract
University students in teacher training course developed teaching materials and plans for teaching the appropriate use of video games. They were required to describe points of concern and learning effects freely. Moreover, the effects of the practice on their self-confidence in teaching information ethics were examined. Quantitative text analysis was conducted on descriptions. The results indicated that students considered “thinking about rules when playing video games,” “coping strategy for effects of video games,” “understanding appropriate ways of using video games,” and “knowledge about video games,” among others when developing teaching materials. They also considered that the following learning effects were obtained through the practice: “necessity to know about the appropriate use of video games,” “risks of video games,” “development of teaching materials,” “perspectives on video games,” and “negative and positive aspects of video games.” Moreover, the results of a questionnaire regarding self-confidence in designing information ethics education suggested that developing teaching materials and teaching plans was effective for the students.
