Students’ perceptions and reasoning patterns about the ethics of emerging technology
Students’ perceptions and reasoning patterns about the ethics of emerging technology
复制标题
学生对新兴技术伦理的看法和推理模式
DOI：
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发表时间：
2022
影响因子：
2.1
通讯作者：
Paul A. Asunda
中科院分区：
文献类型：
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作者：
L. Debs;Colin M. Gray;Paul A. Asunda
关于不道德地使用新兴技术的讨论在我们的社会中越来越普遍。尽管以前的研究承认在工程和技术本科课程中包括社会层面的讨论的重要性，但缺乏关于大学生对新兴技术伦理的理解和参与的研究。在这项定性研究中，我们提出了17个采访的结果，从一系列的工程和技术领域的学生，描述他们的原因，无论是设计师和新技术的消费者。我们的目标是描述学生对新技术伦理的推理模式，在本文中，我们描述了如何从多个利益相关者的角度（公司，政府，专业人士，用户和社会）论证这种推理。我们的研究结果表明，隐私，安全和权力平衡是受访者最相关的道德问题，参与者在推理中考虑了几个利益相关者，通常在多个角度之间转换。此外，受访的学生往往结束他们的推理，要么辞职自己的普及技术或推责任的关注，以一个利益相关者，而减少其他人的责任。在每一种情况下，受访者往往避免参与与新兴技术的伦理问题有关的社会层面的讨论。我们的研究结果提供了相关的见解，可以促进进一步的工作相关的研究和道德教育的大学生，以及建议未来的研究领域，特别是建立在参与者的辞职的感觉，在不道德的使用新技术。
Discussions around the unethical use of emerging technology have become increasingly common in our society. Despite previous research acknowledging the importance of including societal-level discussions in engineering and technology undergraduate curricula, there is a lack of research around college students’ understanding of and engagement with the ethics of new and emerging technology. In this qualitative study, we present the results from 17 interviews with students from a range of engineering and technology fields, describing how they reason as both designers and consumers of new technology. Our goal is to characterize students’ patterns of reasoning about the ethics of new technology, and, in this paper, we describe how this reasoning is argued from multiple stakeholder perspectives (corporations, government, professionals, users and society). Our findings indicate privacy, security and balance of power as the most relevant ethical issues to respondents, and that participants consider several stakeholders in their reasoning, often shifting among multiple perspectives. Furthermore, interviewed students often concluded their reasoning by either resigning themselves to the pervasiveness of technology or by pushing the liability concerns to one stakeholder while diminishing the responsibility of others. In each case, respondents frequently avoided entering societal-level discussions related to ethical issues of emerging technology. Our results offer relevant insights that can facilitate further work related to the research and teaching of ethics to college students, as well as suggest areas for future research particularly building upon participants’ feelings of resignation in relation to unethical use of new technology.