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This thesis tries to answer two research questions:
"Cancomputer ethics be taught in a classroom?" and "In
additionto classroom teaching, is there any factor
influencingstudents'' intention of not using illegal
software?". Thisstudy first reviews relative literature
regarding computerethical decision making. On the basis of
past studies, wepropose a model interpreting students''
ethical behaviorsover influences of classroom-teaching
and livingenvironment. To test this model, we first survey
students inthe Department of Information Management at National
TaiwanInstitute of Technology. Students'' cognition, feelings
andintention to different ethical topics are measured
beforeand after a three-hour-classroom teaching, and after
atwo-month winter vacation, the identical questionnaire
areasked again. The results reveal that ethics could be taught,
but the influences of environments can not be ignored.
Toexplore the influence factors of environments, we design
asecond questionnaire to ask open-ended questions to
exploreinsides of students'' ethical behaviors. Content analysis
isused to analyze these questions. The results of this
thesisare summarized as follows: 1.Classroom-teaching could
beuseful in the development of students'' moral cognition.
Thisstudy also find significant relationships among cognition,
feelings and intention. The ethical education could
stressstimulating students'' sympathy about computer
ethics.2.Different cognition are found across different
ethicalissues. We advise educators to teach ethics according
todifferent ethical issues. 3.The codes of ethics can
notprevent students from copying illegal software effectively.
The school should encourage students to foster the habit
ofusing copyrighted software.
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