Effects of Experiential Instruction in Information Ethics for University Students

Abstract

　People getting fired for posting outrageous tweets（e.g., Bakatter in Japan）is becoming a grave social problem in recent times. Therefore, an investigation into effective ways to teach information ethics is required. We performed experiments using two instruction methods, i.e., lecture- and experiential-based, with first- and third-year university students. Results showed a significant difference between the pre- and post-tests for the student group that received experiential-based instructions. However, no significant difference was found for the lecture-based instruction group. We also found that compared with the lecture-based instruction group, students in the experiential instruction group tended to describe the learning content in their post-instruction introspective writing.