國小六年級學童犯罪軟體防治-以恐懼訴求進行課程設計、實施與評鑑

Abstract

由於資訊通信科技的發達，以竊取資料、盜用帳號的犯罪軟體危害日益嚴重，進而威脅網路發展，有如電影情節在生活中真實上演。如何預防犯罪軟體所帶來的威脅是當前重要的課題，相關研究指出及早教育是預防網路危害最有效的方法。 本研究主要以發展國小六年級學童犯罪軟體防治課程並探討其學習成效為目的。以系統化教學設計進行「分析」、「設計」、「發展」、「實施」與「評鑑」之步驟，設計相關犯罪軟體防治課程，並欲以健康衛生領域常使用之「恐懼訴求」進行教材設計。恐懼訴求主要由「相關性」、「嚴重性」、「反應效能」與「自我效能」等因素構成。本研究以不同高低程度之「相關性」與「嚴重性」為教材設計主題，並以實驗設計探究學習者之學習成效。 本研究首先歸納出犯罪軟體之定義、特性、種類、傳播途徑、危害與防治。研究指出與國小學童相關之「線上遊戲」、「瀏覽網站」與「網路通訊」等為其主要網路活動，因此必須將相關防治知識與技術融入課程當中，以防範犯罪軟體等網路威脅之不良影響。 在實驗設計中分別以不同高低之相關/嚴重性作為研究變項，也就是區分為高相關/高嚴重（HRHS）、高相關/低嚴重（HRLS）、低相關/高嚴重（LRHS）以及低相關/低嚴重（LRLS）等四類不同教材進行教學實施，探究其認知概念、問題解決能力與防治態度等依變項在防治成效上的變化。研究對象為130位學習者並分為四組，於教學後實施立即性與三週後的延宕性測驗以探究其學習成效。研究結果指出高相關/高嚴重（HRHS）在防治態度、認知概念與問題解決之立即與延宕性學習成效優於其他組別。以全部組別來看，在防治態度、認知概念與問題解決間存在中度正相關。本研究結果中有詳細解釋與說明，並提供建議作為未來其他研究之參考。

The development of information communication technology has not only led to improvements for well-being, but also increased the development of crimeware and data/account thefts, which largely endanger future Internet improvements. Prevention of crimeware and net thefts, therefore, is a major issue at our time. Research also indicated that related instruction at early stage is one of the most effective ways of prevention. The purposes of this study are to develop crimeware prevention courseware for Taiwan sixth graders and to conduct experiments to test its effectiveness. In order to develop the courseware, the systematic instruction design was employed, including phases of analysis, design, development, implement, and evaluation. In addition, the theory of fear-appeals was embedded into the courseware design with four major factors: relevance, seriousness, response-efficacy, and self-efficacy. By manipulating different degree of “relevance” and “severity” in the design of the course content, experiments were conducted to explore their effectiveness on students’ learning outcomes. This study first reviewed the literature on the definition, characteristic, categories, spreading routes, harms and preventions of crimeware. It also reviewed relevant studies on elementary students’ Internet use and found that “online games”, “website browsing”, and “Internet communication” are three major activities among their various Internet activities. Therefore, possible threats, such as crimeware, related to these three activities should be introduced first, and relevant prevention knowledge and skills should also be covered in the courseware. In the experiment, the independent variables were high/low relevance(R)/severity(S), and thus four groups (classes) were assigned: HRHS, HRLS, LRHS, and LRLS. The dependent variables were students’ cognitive concepts, problem solving ability, and attitudes toward the prevention and the courseware. The four kinds of learning outcome were represented by individual tests which were conducted immediately after the instructions (immediate tests) as well as three weeks later (delay tests). There were 130 sixth graders in four classes participated in this study. The results indicated that the HRHS group significantly outperformed than other groups on the immediate tests and delayed tests of cognitive concept, problem-solving and attitudes. Across all groups, test scores of cognitive concepts, problem-solving, and attitudes were positively correlated. Detailed explanations and interpretations of the results were provided, and suggestions for future research directions were also proposed.