Investigating an Automatic Assistant in Computer Ethics Education

This innovative practice paper introduces a novel approach that combines the automated assistant system, Pack-back, with computer ethics education to enhance the quality of educational outcomes in this field. As digital technology rapidly advances, it becomes imperative for educators in technology fields to prioritize ethical considerations. This priority stems from the potential risks associated with technological advancements and the necessity to ensure that these advancements positively impact society. In this context, deepening the understanding of the impacts of technology through computer ethics education is particularly crucial. This paper explores how automated assistant systems can be effectively integrated into computer ethics instruction through the application of Packback, an online educational platform. Packback stimulates students' curiosity and critical thinking by providing a question-and-answer-based learning environment, encouraging students to pose deep, insightful questions and explore answers with the help of their peers. The platform employs various automated text and language-based algorithms to facilitate discussions, enhance writing skills, and build critical thinking capacities. Compared to traditional teaching methods, our approach utilizes the capabilities of automated assistants and incorporates diary study methodology to emphasize reflective and interactive learning of course materials. We introduce three Packback assignments: Packback Discussion Questions, Packback Deep Dive, and Packback Diary Study. We found that most students have a positive attitude toward their overall experience through the comprehensive end-of-term questionnaire surveys. Feedback highlights that Packback has deepened their comprehension of computer ethics, offered a venue for reciprocal learning and exchange, and improved their ability to write arguments. However, some feedback also pointed out areas for improvement in the automated system, such as its over-reliance on the length of essays, which compels students to artificially expand brief sentences, thereby affecting the efficiency and quality of learning. Therefore, by summarizing feedback and experiences, we aim to provide valuable suggestions and practical cases for future integration of computer ethics education with automated assistant systems.