Implementation and evaluation of an information moral education system through the experience of a perpetrator and a victim by VR and feedback method

Hiroshi NAKAYAMA*, Daichi TAKISHIMA*, Toshiki MATSUDA**

*College of Science and Engineering, Tokyo Denki University, Ishizaka Hatoyama-cho, Hiki-Gun, Saitama 350-0394, Japan

nhiroshi@mail.dendai.ac.jp +81-492-96-5559

**Graduate School of Decision Science and Technology, Tokyo Institute of Technology

2-12-1 O-okayama, Meguro-ku, Tokyo 152-8552, Japan +81-3-5734-2254

Abstract There is a teaching method by the "three kinds of knowledge" in the guidance of Information

moral education. The previous research explained the method to the morally lower person to think he/she

own actions from the victim's point of view (called to as the feedback method). Their effectiveness has

been described. However, the coaching system including to a feedback method has not been developed. In

this research, we aimed to develop a new system combining feedback method and virtual reality (VR)

technology and verify its effectiveness. Specifically, the act of the subject is carried out in a VR, and look

back from the perspective of the victim. The method is to attach the face photograph of the subject to the

face of the avatar that becomes the perpetrator in the VR, and make it experience the victim. As a result,

when comparing subjects who did not use the feedback method with those who did not use, there was an

improvement in awareness of information morals and a decrease in acts contrary to information morality.

Keyword: information moral, VR, sensor function, feedback system, system development

1. Introduction

1.1 Background

With the development of information technology, the

importance of information moral education is increasing.

Many various of teaching method of information moral

education have been proposing. However, existing methods

spend a lot of time to teach a lot of rules and to handle one

by one case. It is not so effictive and has been pointed out

some problemes that can not cope with the development of

new scenes and technology (Tamada and Matsuda 2004,

Tamada other (2004)). In addition, Tanaka et al. (2016)

stated that information moral education is required to

encourage the formation of appropriate actions to make

recognition of discrepancies between knowledge and

behavior even if there is knowledge of information morals.

Therefore, as a new teaching method, Tamada et al.

Proposed a method ("three kinds of knowledge (moral

norms knowledge, knowledge of information, knowledge of

rational judgment) by the information moral teaching

method,") applying the teaching method of moral education

by Murai's (1987) three kinds of knowledge.　　There, in

comparison with the teaching method of only teach the

rules, that a higher effect can be obtained, that the effect is

transferred to a new scene, the effect of leadership affects

the presence or absence of expression of the act in practice

scene and that, it has been confirmed . In addition, Tamada

and colleagues (2005) have developed an ICT system for

information moral judgment learning using a gaming

simulation method, and are verifying educational effects.

This system uses the scale of moral norm knowledge

(developed by Tamada et al. (2004)), Classifies subjects into

three types, and changes the type of task to be presented and

the method of feedback. In particular, Tamada et al.

Proposed a feedback method and confirmed its

effectiveness. This is a method of pointing out the

similarity between inappropriate behavior performed by a

subject and an example in which the person himself

evaluated the act of others as "moral" for the group with low

moral normality knowledge. Tamada and Matsuda (2004)

are concerned about the possibility of gap in action choice

between information moral education and cases where an

action is not likely to be evaluated by others, such as

situations with anonymity. However, Tamada et al. (2005)

did not verify the educational effect at the action level, and

it is desirable that there is a means to verify the presence or

absence of action in the virtual environment only with the

system using the simulation method. In order to deal with

the above problems, virtual reality technology (hereinafter

referred to as VR) can be used. 　According to Matsubara

(2000), VR has six elements ("Realistic Reality",

"Operational Reality", "Reality of Behavior", "Three-

Dimensional Spatiality", "Real-Time Interaction", "Self-

Projectability"). In particular, the following two points are

important. The first is to utilize the sensor function and log

function that can collect responses close to actual behavior

with more realistic setting. Secondly, it is the ability to

immediately return explicit feedback for the response

obtained. Nakayama et al. (2007), Nakayama et al. (2002),

based on the Nakayama Yamaguchi (2004), when to carry

out the information moral judgment, the hypothesis that

there is a gap between the actual behavior and answers to

the questionnaire. And their examined the evaluation

method using a sensor function and a log function. As a

result, the existence of a gap between the reaction obtained

in the survey and the sensor has been confirmed

experimentally the possibility of detecting it. In this

research, we examined the possibility of using VR as a

method of detecting information moral situation at the

action level. However, we did not implement the detection

function and the feedback function using the result in the

system. It also highlighted the need to respond to "subjects

who intentionally view personal information but who

answered they did not see it." Basically, it is highly likely

that such subjects belong to a group with low information

morality, but it is considered that "the action is suspected" to

the last, it should not be decided. Therefore, the result

detected by the sensor function is used in the next

procedure. First of all, using a feedback method that not

only points out by words, but also causes the same act to be

experienced in the victim's position. Next, we think that it

is suitable for subjects to be aware of how their actions are

evaluated from others.

1.2 Purpose

In this research, we develop a method to detect acts

contrary to information morality using VR and an

information moral guidance system that combines feedback

method (Tamada et al.). Main subjects shall be those with

low information morals. Furthermore, we experiment with

this system and verify its effect.

2 System and experiment

2.1 Usage of the sensor function

Nakayama et al. (2007) used a distance sensor in the VR

to detect whether the subject looked into the information

shown on the monitor in the task of "small room".

However, the problem of this sensor is not only the just one

of the sensor function sensitivity is not enough, but also it is

becomes ambiguous that their do not know operation

mistake or their own will it. In addition, it is necessary for

the subject who does “even if it sees intentionally personal

information, subject answer not seeing it" to consider. In

this study, in order to solve above problems, we decide to

use some sensor functions to be judged to distinguish the

degree of distance from the object in more detail.

Specifically, these can use to collect the total three sensor

data ((Fig. 1) the visual sensor behavior information of the

subject in the VR, the position sensor, the touch sensor.)

And these data automatically record the result as a log.

Especially, we are able to trace the movement path of the

subject after the experiment by a position sensor. Next, this

is provided with a function that when the subject lies the

answer, be addressed in "situation that subject can not be

escaped" with to react the actual touching acts of the

subject. These features are improved to detect that

movement path of the subject, the view direction and the act

of touching with respect to the object.

These specific usages of each sensor is described in 2.3.

2.2 Method of realizing the feedback method

A system of this study is developed for the information

morally lower subject in order of "perpetrators experience

→ victims experience → perpetrators experience". When

subject tries as the position of the victim, attaches the face

photo picture of the subject to the VR avatar of perpetrators.

And this system mekes the subject looks back his/her

actions that how it looks as standing of victims. Through

these action, subject can understand the inportance of the

information morals as contrary.

A system that developed in this study, will not be

explicitly pointed out to the subjects are information moral

violation. Only the principal can tell the last whether the

information morale was violated in the position of the

perpetrator. Likewise, whether you feel that you are against

the information moral even when you look from the victim's

point of view is whether the victim thinks so or not. This is

similar to the definition of sexual harassment. When a

moral problem is not clearly understood, it is important to

consider the feelings of the other party. Therefore, in either

position, we choose the method by which subjects

themselves can feel how they receive it. And, as a means

for the method, we think that it is effective to visually

indicate with VR, not explicitly by words.

2.3 Overview of status setting

In this research, we carry out with the following setting

procedure.

(1) As a first time of perpetrators experience, we set up

assignments for perpetrators in the train (Fig. 1, Fig.

2) and perpetrators in the conference room (Fig. 3,

Fig. 4). Details are described in the 2.3.1,2.3.2. (2) As a victim experience, we will set up issues for

victims in the train (Figure 5) and victims in the

conference room (Figure 6). Details are described in

the 2.3.3,2.3.4. (3) As a second experience of perpetrators, in order to

judge whether morale improvement was observed,

we will set up assignments of perpetrators in the

train (transfer task) (Fig. 7, Fig. 8) corresponding to

(1). Details are described in 2.3.5.

2.3 1 Situation of perpetrators in train

In this situation setting (Fig. 1), it is judged whether or

not the subjects iews the portable screen of another person.

At first, start from the outside of the train, go through the

stationary train and head over to the goal point in the back.

In the meantime, we set the situation that the avatar (victim)

seen from the viewpoint of the subject (perpetrator) in the

train is using the mobile phone. Here we give the mission

"Go to the goal point through the train". At that time, we

examine how the subject moved and whether the subject

tried to look through the screen of the mobile phone

operated by the avatar (the victim). The functions and

objectives of each sensor (Fig. 1) in the train are as follows.

(1) The visual sensor is installed so that it responds

when the mobile of the avatar comes into the visual

of the subject.

(2) The movement path is carried out at regular time

intervals, and stores the action route to the subject of

the avatar (the victim).

(3) The criterion for judging "peeping at" in this setting

scene is when the detection result of the visual sensor

and the subject judge artistically approaching the

avatar from the trajectory of the position sensor.

Fig 1. The position and detection range of each sensor in the train

Fig 2. Display of the subject (the perpetrator) in the train

2.3.2 Conference room perpetrator situation

In this situation setting (Fig. 4), it is evaluated whether

or not to touch the personal information on the personal

computer screen in a conference room where no one is

present. The settings here are as follows "the teacher asked

me to pick up the answer sheet, after collecting the answer

sheet on the desk (touch it directly), let's open the door and

let's return." At that time, it is detected whether or not the

subject has performed "touch action" on the personal

computer screen in order to acquire the individual

information. Specifically, how did you move, or

approached the desk away from the instructed desk, and

looked into the screen of the computer above it?

The functions and objectives of each sensor (Fig. 3) in

the conference room are as follows.

(1) The touch sensor was set to react when the subject

touched ("Actions to touch") the personal computer

screen which is written “please touch the screen" in

order to refer to personal information. Thus, it is

detected whether or not the examinee intends to see

the personal computer screen.

(2) The movement route is measured at regular time

intervals and stores the action route of the subject's

avatar (victim).

(3) In the setting scene, the criterion for judging that

peeping at this setting scene was judged is based on

the detection result of the touch sensor.

Fig 3. Sensor installation diagram in the conference room

Fig 4. Act of touching the initial viewpoint and the screen of the subject of the

conference room2.3.3 Victim situation in train

This situation setting (Fig. 5) is to allow the subject to

experience the position of the victim looking through the

mobile phone screen in the train. Avatars used for victim

experiences reduce reality and enhance abstraction level.

As with VR's model, if you increase the reality of an avatar,

it is because you considered to be in violation of the

"spooky valley phenomenon" (Mori). Therefore, Avatar that

imitated the movement of the subject is made more abstract

than other models.

Fig 5. Viewpoint of the victim in the train

When the subject is operating the mobile phone screen,

let the subject experience the mobile phone screen from the

avatar (perpetrator) in the VR. At this time, by adding

motion to walk to the avatar, it improved the reality. Also,

by using a photograph of the subject on the face of the

perpetrator, it is set to make himself think whether the act

performed by the subject himself / herself is not peeping.

2.3.4 Victim situation in the conference room

In this situation setting (FIG. 6), the subject was set to

watch the surveillance camera of the conference room

where nobody was present. There, an avatar (perpetrator)

came to visit from outside the field of view and peeked back

at the personal computer installed in the room. At this time,

by reproducing the walking motion of the subject himself /

herself to the avatar (perpetrator), the feedback method

described in 2.2 is embodied. Furthermore, by using a

photograph of the subject on the avatar's face, let him / her

think about whether or not the act performed by the learning

person himself / herself does not hit the peep.

Fig 6. Viewpoint of the victims in the conference room

2.3.5 Transfer task within train

In this situation setting (Fig.. 8), the subject evaluates

whether to look into the cell phone held by the next woman

(avatar). Here we give the following mission: "You are

sitting in the seat in the train, please wait a bit."

At that time, since the subject's viewpoint can be freely

moved as a function of this system, it is possible to see the

woman's cellular phone next to it. This system makes it

possible to detect whether you peeped at the woman's cell

phone next door. Specifically, the sensor of this system is

installed so that it responds when the mobile of avatar

comes into the vision of the subject.　　The transfer task

sensor (Fig. 7) is as follows.

Fig 7. Viewpoint of perpetrators of transfer task

Fig 8. Installation chart of sensor for transfer task

3. Evaluation Experiment

3.1 Experimental Methods

In order to verify whether the VR system developed in

Chapter 2 is effective as a method of educating information

moral to a person with information morally lower, the

following experiment was conducted. 　　 In addition, as

subjects, science and engineering college students were

conducted.　　As described in Section 2.2, the procedure

of this experiment is carried out in the procedure of

"experience of perpetrators ( - ) → experiences of④ ⑤

victims ( - A, - B) - experience of perpetrators ( )"⑥ ⑥ ⑦

(Numbers correspond to Fig.9).

The first perpetrator experience is based on acts in the

VR and focuses on dividing it into a group with low

information morality and a group with high information

morality, because the purpose of this research focuses on

guidance for those with low information moral.

Furthermore, in the experiences of victims, subjects who are

determined to have low information morality are divided

into two groups, one with feedback method and one without

feedback method. Then, in order to verify whether the

feedback method is effective for information moral

improvement, we carry out the perpetrator experience by the

transfer task corresponding to the first perpetrator

experience. The following numbers correspond to the

numbers in Fig.9, and the details are as follows.

Fig 9. The procedure of the experiment(1) Preliminary survey on morals is conducted by

questionnaire..

(2) Based on presentation materials, we teach

information morals based on three kinds of

knowledge of Tamada et al.

(3) In order to prevent the behavior of the avatar in the

VR from reflecting the intention of the subject by a

mistake in operation, let me experience a simple VR

maze as an operation exercise. Because it is not

judged that it tried to peek even though there was no

intention of peeping at the screen.　　

(4) Let the subject experience the perpetrator in the

train (task 1) and the conference room (task 2). In

the analysis of results to be described later, the

reaction in this experience is regarded as a prior

state.

(5) At this stage, one of tasks 1 or 2 in (4) will judge

who responded to the sensor as a person with low

information moral, and only the subject will carry

out the process from (6) to (9). Other subjects end

the task here and are excluded from the analysis to

be described later.

(6) In the victim experience, we will carry out in two

groups to compare the difference in effect of this

system. One is a group ((6) -A) that performs the

victim experience by the feedback method for the

subject (low morale) and a group that does not

perform the feedback method ((6) - B).

(6)-A Let the victim experience in the train (task

3) and conference room (issue 4). At this time, the

face of the subject (self) is affixed to the face of the

avatar (perpetrator).

(6)-B Only instruct moral violation in the

experience of (3).

(7) In the second perpetrator experience, in order to

judge the difference between the effects of (6)-B

and (6)-A, implement the transfer task

corresponding to (4).

(8) Perform the questionnaire 2 in the same contents as

the questionnaire 1 (Table 1)

(9) Perform an overall questionnaire on this system.

Table1. Question items in the perpetrators experience

of (7).

No. Question

1# I was not interested in the screen of a

person's smartphone

2# I did not attempt to see the screen of a

person's smartphone

3# I think it's a problem if I see a screen of a person's smartphone

4# I do not think I will see it even when the screen of a person's smartphone can be seen

5 I think that the act of seeing the screen of a person's smartphone is offensive to others' feelings

6 I think that the act of seeing the screen of a person's smartphone is not good

* Items with # in the number were investigated in the form

of reversed items when actually asking for answers. As an

example "3. I do not think that looking at the screen of a

person's smartphone is a problem"

** The questionnaire let me answer the one closest to my

emotion from 5 levels ("5: I thought so so" - "1: I did not

think so at all").

3.2 Questionnaire results and consideration

T In order to evaluate whether this system promotes

information morality improvement for people with low

information morality, the data collected in the experiment

was analyzed as follows. The subjects who experienced (6)

- (9) were 16 of 103, but there were unexplained

questionnaires and finally 14 people were adopted. The

breakdown was 8 persons in (6) -A in Fig. 9, and 6 people in

(6) -B in Fig. 9..

3.2 1 Result of the log data of the sensor

Table 2 summarizes the presence or absence of reaction

of the visibility sensor installed in the task in "(7)

perpetrator experience" in FIG. 9. As a result, with the

feedback method, only one person responded to the sensor,

and without the feedback method all the participants had

sensor response.

Table2. Result of each sensor of perpetrator experience

Sensor reaction Feedback

method

Non-feedback

method

yes 1 6

no 7 0

Significant

difference **

* In Chi-square test results, if is significant difference at 1%

level are shown as **.

We chi-squared test with or without feedback method

and investigated whether there is a difference without

feedback method. As a result, there was significant

differences in the 1% level. From these facts, it is suggested

that there was an improvement effect on information morals

through experience of victims.

3.2.2 Analysis of Questionnaire Results

In (8) Moral survey questionnaire in Fig. 9, responses to

each item were verified using the t test without feedback

method and feedback method. As a result (Table 3),

subjects who had a feedback method in the question (1) had

improvement in consciousness against information morality

compared to subjects without feedback method.

Table3. Questionnaire comparison result with feedback

method and without feedback method

Feedback

method

Non-

feedback

method

Significant

difference

Average Average T-test

Question 1# 1.56 3.50 *

Question 2# 1.33 2.17 ‐

Question 3# 1.67 2.67 ‐

Question 4# 2.00 3.50 ‐

Question 5 3.78 4.67 ‐

Question 6 3.89 4.17 ‐

*Significant differences were compared with t test(with the

corresponding target group). The 5% significant difference

is indicated by *.

** Items with a # at the end of the No. were inverted in

Table 1, so the points in the 5-step evaluation were also

reversed and processed.

From the above, as far as the case of this experiment is

concerned, it is thought that improvement of information

morality is effective by implementing information moral

education using this system.

3.2 3 Self-reported of log and Consistency

Finally, we examined the relationship between answers

to questionnaires on transfer task and actual actions, and

summarized in Table 5. This was obtained by investigating

the relationship between self-declaration by questionnaire

and sensor log that reacted in the system depending on the

presence or absence of feedback method. This is considered

also by Nakayama et al. (2007), but even if you answered "I

did not try to see the screen", there is a possibility that some

people actually tried.

Table4. Self-reported by questionnaire.

In the train Feedback

method

Non-feedback

method

I did attempt to

see the screen

1 2

I did not attempt

to see the screen

7 4

According to Table 5, there was one person who

attempted to see the screen in the group with the feedback

method, but there were seven persons who did not try to see

the screen in the group with the feedback method. On the

other hand, in the group without the feedback method, there

were two persons who tried to see the screen, but there were

four persons who did not attempt to see the screen. From

this point, it is considered that morallity is improved by

using the feedback method.

4. Conclusion and future issues

We verified the effectiveness of learning effect in

information moral education using information moral

teaching system which combined VR based system and

feedback method. As a result, it was suggested that not only

experienced perpetrators but also experienced victims'

position, it became possible to understand the feelings of

both sides, leading to improvement of information morality.

However, when using facial photographs it takes time to

prepare, so it takes time to prepare for simultaneous

education using this function simultaneously in a whole

class. Also, since the equipment for realizing the touch

sensor is not a general equipment, it is not easy to prepare

for the number of people by a whole class. Therefore, it

seems necessary to make improvements to operate the

system efficiently. We also consider that the learner realizes

the action against information morals by using the head

mounted display (HMD) in order to carry out the actions

without regard to the surrounding environment.

Acknowledgment

We thank all the people who cooperated in the experiment.

In addition, this investigation was done as Tokyo Denki

University research institute investigation Q15J-01 (subject

serial number).

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