In the present study, we propose a learning support method to raise self-awareness of the inconsistency between knowledge and action in information ethics. The proposed method, which consisted of two phases, was applied to the lecture for first-year university students. In the first phase, students answered two tasks: behavior selection task to confirm the knowledge-to-action gap, and behavior evaluation task to ensure factors contributing to the gap. These tasks are constructed based on an experiment of cognitive psychology. In the next phase, students were shown the graph of experimental result as feedback. As results of the evaluation of learning activities, it allowed students to capture the gap as their own matters and to recognize the activities as learning opportunity on information ethics. In addition, the method enhances motivation of the participants toward learning information ethical behavior.
