Abstract:

This study aims to study the impact of the computer ethics teaching conducted by a developed digital game to informational ethics teaching on the attitudes of special skilled students in the computer ethics. The research, from weak experimental patterns, was modeled by a single group of pre-test-final test patterns. The study group consists of 12 special skilled fifth-class students (7 girls, 5 men) studying at the Science and Arts Center (BILSEM) located in a province center. Two different types of games (visual novel game and role-playing game) have been developed to provide the educational information ethics to specialised talented students, and the games are combined within the same platform. The content of both games is pointed to the dimensions of the information ethics. The digital game developed by researchers as an experimental process applied to the study group a total of 6 hours of lessons for 2 weeks. Students also discussed the ethical issues in the game after playing the game. The data is collected with real-life scenarios with the Information Ethics Scale (GYDSBEÖ) and written opinion form. Quantitative data obtained from the GYDSBEÖ are analyzed by illustrative analysis, while qualitative data obtained from the written interview form are analyzed by illustrative analysis. The study found that in GYDSBEÖ Scenario 3 there was no statistically meaningful difference between the pre-test last test points of special skilled students, while in Scenario 1, Scenario 2, Scenario 4 and Total Information Ethics attitude points there was a statistically meaningful difference between the pre-test and the final test points for the final test benefit. All special talented students (N=12) said they the teaching of computer ethics performed by digital games, they more mobile games, and they became aware of computer ethics. The impact of the application of the teaching of information ethics can be recommended to be researched using different research patterns.

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