Interactive Digital
Ethics Laboratory in the Teaching of Ethics
Laboratorio ético
digital interactivo en la enseñanza de Ética
Yelmiris Enith Cantillo Carrillo1, Margareth
Liceth Landázuri Garnica2, David Alejandro Martínez Echeverria3
Abstract
Ethics instruction in basic education faces challenges
related to student motivation, the understanding of abstract values, and their
application in both digital and real-life situations. In this context, the
Digital Interactive Ethics Laboratory emerges as an innovative educational
approach that combines technology, reflection, and participation. The purpose
of this study was to examine how the use of a Digital Interactive Ethics
Laboratory influences the assimilation of ethical content and participatory dynamics
among sixth-grade students. The study was conducted using a mixed-methods
approach that combined both quantitative and qualitative methods, with
ethnographic design. Diagnostic and final surveys, observation guides,
audiovisual records, focus groups, interviews, and digital activities based on
moral dilemmas were used as instruments and materials. This approach made it
possible to understand students’ experiences and perspectives, as well as
changes in their performance and participation. The findings showed significant
improvements in participation, critical thinking, understanding of values, and
motivation. Likewise, progress was observed in peaceful conflict resolution,
moral reasoning, and socio-emotional skills. In conclusion, the Digital
Interactive Ethics Laboratory proved to be an effective teaching resource that
transforms ethics instruction into a meaningful, experiential, and
contextualized learning experience, strengthening students’ holistic
development and promoting an ethics applied to everyday and digital life.
Keywords: Ethics, Digital Laboratory, Basic Education, ICT
Resumen
La instrucción de la ética en la educación básica se
enfrenta a desafíos relacionados con la motivación del alumnado, el
entendimiento de valores abstractos y su aplicación tanto en situaciones
digitales como reales. El Laboratorio Ético Digital Interactivo se presenta, en
este contexto, como un planteamiento educativo novedoso que combina tecnología,
reflexión y participación. El propósito de este estudio fue examinar cómo el
empleo de un laboratorio ético digital interactivo influye en la asimilación de
contenidos éticos y las dinámicas participativas en los alumnos de sexto grado.
El estudio se llevó a cabo utilizando un enfoque mixto que combina métodos
tanto cuantitativos como cualitativos, con diseño etnográfico. Las encuestas
diagnósticas y finales, las guías de observación, el registro audiovisual, los
grupos focales, las entrevistas y los ejercicios digitales fundamentados en
dilemas morales fueron utilizados como instrumentos y materiales. Gracias a
este método, se pudieron entender las vivencias y los puntos de vista de los
alumnos, así como las variaciones en su desempeño y participación. Los
hallazgos mostraron que hubo avances importantes en la participación, el
pensamiento crítico, el entendimiento de valores y la motivación. Igualmente,
se percibieron progresos en la solución pacífica de desacuerdos, el
razonamiento moral y las capacidades socioemocionales. Para resumir, el
Laboratorio Ético Digital Interactivo demostró ser un recurso didáctico
efectivo que convierte la instrucción de la ética en una experiencia relevante,
vivencial y contextualizada, lo cual refuerza la formación completa de los
alumnos y fomenta una ética aplicada a la vida diaria y digital.
Palabras clave: Ética, laboratorio digital, educación básica, TIC.
Introduction
Ethics education during the elementary and middle
school years is an essential pillar for students’ holistic development and for
building a society based on values such as responsibility, respect, and
justice. However, in today’s educational settings, the teaching of ethics faces
serious challenges related to low student motivation, a limited understanding
of abstract concepts, and minimal application of acquired values to real-world
and digital situations. The persistence of traditional teaching methods—which
focus on the theoretical transmission of content and involve little student
participation exacerbates these issues.
This study is significant
in that it proposes and implements an Interactive Digital Ethics Lab as an
innovative pedagogical strategy aimed at transforming the teaching and learning
processes of ethics among sixth-grade students. The study is grounded in the
need to combine ethical reflection with meaningful, contextualized experiences
mediated by digital technologies that are consistent with the cultural and
social dynamics of contemporary generations.
The value of this work lies
in its empirical contribution to ICT-mediated ethics education, a field that
remains under-researched in elementary education. The research provides
evidence of the capacity of interactive digital environments to strengthen moral
judgment, critical reasoning, and digital citizenship by examining the effect
of the lab on students’ understanding of ethical content and on the dynamics of
their participation. Thus, the study offers a relevant, innovative, and
replicable pedagogical proposal to address the current challenges of ethics
education in schools.
Methodology
This research was conducted using a mixed-methods
approach, which combined qualitative and quantitative methods and techniques,
with the aim of providing a deeper, more comprehensive, and contextual
understanding of the phenomenon under study. This approach made it possible not
only to study the perceptions, interactions, and meanings that students had
constructed regarding the use of the Interactive Digital Ethics Lab, but also
to collect unbiased information about their participation, academic performance,
and progress in ethical learning.
The decision to use a mixed-methods approach stemmed
from the need to address the study’s objectives comprehensively. These
objectives included both examining the dynamics of ethical and social
interaction in the classroom (qualitative approach) and evaluating possible
changes in students’ motivation and academic performance (quantitative
approach). This combination made it possible to understand the complexity of
the educational process by interweaving the narratives and practices
experienced by the students with the observable indicators of their pedagogical
progress.
The mixed-methods approach was particularly beneficial
when analyzing, validating, and interpreting a phenomenon from different
angles, using complementary sources of information and methods, as noted by
[authors]. In this instance, the aim was to conduct a detailed analysis linking
the classroom experience to observable outcomes of ethical learning, with the
goal of strengthening the validity of the conclusions.
The objective of this component was to understand the
perceptions, reflections, and changes that students underwent while interacting
with the Digital Ethics Lab. To achieve this, the following methods were used:
Semi-structured interviews with students and teachers
from the experimental group.
·
Focus
groups to explore group discussions about values, emotions, and ethical
dilemmas.
·
Uninvolved
observations, documented in field notes, which facilitated the characterization
of natural behavior during digital ethics activities.
Qualitative Dimensions
Addressed
·
-The
interpretation and meaning attributed to the use of the digital lab.
·
-The
emotional connections that emerged during the resolution of ethical dilemmas.
·
-Changes
in moral reasoning and in the process of making ethical decisions.
·
Reinterpretations
of values in digital environments.
Quantitative Component
This component sought to
objectively evaluate the effect of the lab on students’ moral learning. A
quasi-experimental design was used, including a control group (conventional
methodology) and an experimental group (use of the digital lab), which facilitated
pre- and post-intervention comparisons.
- The tools included:
- Surveys administered before and after the
intervention.
- A diagnostic test on ethical principles.
- Questionnaires to assess moral reasoning.
·
Quantitative
dimensions addressed:
·
-Level
of understanding of essential ethical principles.
·
-Ability
to recognize and examine ethical dilemmas.
·
-Level
of active engagement in the activities.
·
-Development
of moral judgment and ethical discernment.
In line with [...], the
mixed-methods approach not only allowed us to overcome the limitations of
one-dimensional approaches but also enriched the interpretation of the results
by integrating complementary data, which proved particularly useful in educational
contexts where emotional, social, and cognitive factors converged.
In the mixed-methods
approach, a qualitative ethnographic design was used as the core, complemented
by quantitative methods.
Educational ethnography was
chosen for its ability to identify the meanings, practices, and relationships
that emerged in the school setting, understood as a cultural and social
context. According to [source], ethnography made it possible to understand education
not only as a process of content transmission but also as a context-embedded
practice in which participants (students, teachers, and technologies) created
meaning through their interactions with their environment.
They also emphasize that
ethnography requires prolonged immersion in the participants’ natural
environment, which allowed for direct observation of their modes of
participation, reactions, discourses, and behaviors. In this case, the
implementation of the Interactive Digital Ethics Lab was examined through the
daily experiences of sixth-grade students. We observed how they interacted with
the ethical dilemmas presented, what arguments they developed, and how they
incorporated what they learned into their school life.
For sample selection, a
non-probabilistic, purposive sampling method was used, as participants were
specifically selected based on established criteria: sixth-grade students whose
school had access to basic technological resources and teachers willing to
collaborate in the implementation of the Interactive Digital Ethics Lab. This
sampling method was appropriate for mixed-methods research requiring direct
access to specific contexts and subjects with relevant experiences
Inclusion Criteria
·
Students
enrolled in the sixth grade of secondary school.
·
They
attended a school with basic technological infrastructure (computer lab,
internet, computers, or tablets).
·
Teachers
responsible for the Ethics and Human Values course in sixth grade.
·
Voluntary
willingness to participate in the study (informed consent was obtained from
parents and teachers).
Exclusion Criteria
·
Students
in other grade levels.
·
Schools
lacking basic technological resources.
·
Teachers
who did not teach the Ethics course.
·
Participants
who did not authorize their participation or who did not comply with the
required intervention timeframes.
This mixed-methods data
collection design provided a comprehensive view of the implementation of a
digital ethics lab in ethics education. Qualitative interviews provided a deep
and contextualized understanding of the participants’ experiences and perceptions,
while quantitative surveys provided a broad and statistically significant
dataset. This approach was consistent with the mixed-methods methodology
suggested by [author], who emphasized the importance of combining quantitative
and qualitative methods to address complex research questions and gain a more
comprehensive understanding of the phenomenon under study.
The survey stood out as one
of the various quantitative research methods used to collect data. highlighted
the survey as a compelling choice, as it aligned with quantitative principles
due to its measurability, standardization, brevity of responses, ease of
administration, and efficiency in terms of time and resources. Furthermore, the
survey served as an exploratory tool, allowing for an initial understanding of
perspectives on learning assessment and effective assessment practices among
the sample population or among all respondents.
Likewise, the survey made
it possible to reach a broader population, facilitating ethnographic research
in which the researcher collected data using a pre-designed questionnaire
without altering the environment or the phenomenon. The survey was conducted in
two ways: face-to-face, to gather direct information from participants and
obtain useful, detailed insights that would lead to sound results; and via
survey software. These surveys aimed to validate the participants’ behavior and
build their trust.
Furthermore, it emphasized
that the interviews were a rich source of data that revealed nuances and
profound insights into the participants’ educational practices and experiences.
This was essential for a comprehensive and accurate analysis of the educational
context.
The interview in this
research project—aimed at implementing an interactive digital lab for teaching
ethics—not only provided rich and detailed data for the study but also offered
a deeper understanding of educational challenges. This was key to improving
educational practices, as well as to the theorization of evidence-based
education.
It should be noted that the
collection of information recorded in this interview was conducted with the
full authorization of the university president and the interviewee, as well as
the authorization of student representatives.
• Technological tools used
to conduct the interview: voice recorder, video camera.
The use of the survey as a
research tool was of great value to this research project, as it enabled the
collection of quantitative data, allowed for the generalization of observed
results, measured variables, identified correlations between factors, and subjected
the findings to statistical analysis.
Results
Tabla 1.
Relación entre Objetivos Específicos, Resultados y
Evidencias
|
Objetivos Específicos |
Resultados Obtenidos o Esperados |
Evidencias |
|
1. Identificar el nivel de comprensión de los contenidos éticos por
parte de los estudiantes de grado sexto antes de la implementación del
Laboratorio Ético Digital Interactivo. |
Se realizó un
diagnóstico inicial para establecer la comprensión de conocimientos éticos,
donde se reconoció que los alumnos presentaban vacíos conceptuales y
dificultades en la aplicación práctica de valores. |
Resultados de encuestas
pruebas de conocimientos éticos presentados en el laboratorio ético y debate
en clases observaciones iniciales en clase. |
|
2. Explorar las percepciones, experiencias y formas de participación de
los estudiantes de sexto grado durante el uso del Laboratorio Ético Digital
Interactivo, a través de observaciones en el aula, entrevistas y documentos
de etnografía. |
Se logró evidenciar
mayor motivación, participación y autorreflexión sobre situaciones éticas
planteadas en el entorno digital. Los estudiantes mostraron interés por
debatir, incremento del pensamiento crítico y compromiso en la toma de
decisiones morales. |
Transcripciones de
entrevistas, grupo focal, fotografías y experiencias vivenciales. |
|
3. Comparar los resultados académicos y las dinámicas de participación
antes y después de la implementación del Laboratorio Ético Digital
Interactivo, fusionando datos tanto numéricos como cualitativos para
identificar cambios significativos en el proceso educativo. |
Se establece una mejora
en la conducta y rendimiento académico, en el razonamiento moral y en la
capacidad para integrarse de manera pacífica y resolver dilemas éticos de
forma argumentada y eficiente de acuerdo con su entorno. |
Testimonios de
estudiantes, fotografías, matrices. |
The launch of the
Interactive Digital Ethics Lab enabled the identification, understanding, and
transformation of the teaching-and-learning processes related to ethics among
sixth-grade students through a mixed-methods approach that combined qualitative
and quantitative tools.
Regarding the first specific objective, the initial
assessment made it possible to determine the students’ level of understanding
of ethical content prior to the intervention. The findings showed that, despite
having a basic understanding of norms and values, the students had conceptual
gaps and limited ability to apply ethical principles in real-world or digital
situations. This finding confirmed the urgent need to employ innovative
pedagogical methods that integrate values with practical experiences. To establish
these starting points, diagnostic surveys, guided discussions, and initial
observations were used, enabling an accurate characterization of the group’s
ethical and moral status.
Regarding the second objective, which focused on
examining students’ experiences and perceptions throughout the implementation
of the lab, a significant change was observed in their motivation, critical
reflection, and participation. Students showed a greater interest in examining
moral dilemmas, engaging in dialogue with their peers, and expressing
well-reasoned viewpoints. The digital lab established itself as a space for
collaborative and experiential learning, thanks to this approach, which
strengthened emotional self-regulation and critical thinking. Interview
recordings, focus groups, photos, and personal experience logs were used as
empirical evidence to demonstrate the effectiveness of the interactive,
ethics-based digital approach.
Regarding the third objective, which aims to compare
academic outcomes and participation dynamics before and after the intervention,
a significant improvement in academic performance, behavior, and school climate
was observed through triangulated data. Students demonstrated progress in
peaceful dispute resolution, moral reasoning, and making informed ethical
decisions. Matrix analyses, graphical evidence, and testimonials confirmed that
the lab not only benefited cognitive learning but also the comprehensive
development of civic and social-emotional skills.
In summary, the findings demonstrate that the
Interactive Digital Ethics Lab is an effective teaching resource that fosters
ethical reflection, meaningful learning, and a shift in students’ attitudes.
Its integrative approach facilitated a transition from theoretical ethics to
ethics that are lived and applied, reinforcing both the academic aspect and the
moral and social progress of the students.
Above all, the results demonstrate significant
progress in students’ moral and ethical education. The pre-intervention
assessment revealed conceptual gaps regarding the meaning and application of
values such as honesty, respect, and justice. However, after the lab was
launched, the students demonstrated a deeper understanding of ethical
principles and a more reflective attitude toward their actions and choices,
indicating that their learning shifted from rote memorization to experiential
learning. This conclusion is consistent with the ideas of [author], who argue
that moral reasoning is strengthened through guided reflection and exposure to
real-life dilemmas.
Furthermore, the lab made it possible to address
ethical diversity in the classroom by providing digital environments tailored
to students’ varying levels of moral understanding and past experiences.
Interviews with teachers highlighted the need for inclusive teaching
strategies, and the digital environment proved to be an effective tool for
bridging educational gaps by promoting empathy, conversation, and mutual
understanding.
Regarding digital educational innovation, teachers and
students agreed that incorporating ICT into the field of ethics has
transformative value. The comments gathered in the interviews (“we have to be
at the forefront of technology to make classes more dynamic”) reflect a
paradigm shift in teaching practice. The transition is from a traditional
model, focused on transmitting values, toward a more active, reflective, and
interactive one that fosters moral autonomy through the simulation of ethical
dilemmas.
The project also revealed challenges related to
institutional conditions, particularly regarding teacher training and
technological infrastructure. Nevertheless, student motivation and the
commitment of institutional stakeholders fostered the implementation process,
demonstrating that it is possible to make methodological changes even in
contexts with technological constraints, provided there is pedagogical will and
training support.
One of the most notable findings relates to playful
and participatory teaching. More than ninety percent of the students expressed
satisfaction with learning ethics through digital resources and game-based
tasks, which fostered their emotional engagement, the collaborative
construction of knowledge, and the development of critical thinking. This
finding supports the ideas of [authors], who assert that in interactive
environments, meaningful learning is strengthened because students actively
engage in solving real-world problems.
The findings reveal a growing awareness of the
responsible use of technology within the framework of digital ethics.
Statements such as the following demonstrate that students recognized the
importance of behaving ethically in virtual environments: “I saw that some
classmates were saying mean things about another classmate, so I chose not to
comment.” This demonstrates that the lab has the capacity to go beyond the
academic realm and educate responsible digital citizens, in line with the
guidelines regarding digital citizenship.
Finally, a comparative analysis of the initial data
and the data obtained after implementation reveals significant progress in
students’ behavior, motivation, and moral reasoning. The Interactive Digital
Ethics Lab has established itself as a new educational tool that combines
technology, emotions, and reflection. This enables ethical values to move
beyond abstract ideas and become concrete experiences—understood and put into
practice in both the school and digital environments.
During the implementation of the Interactive Digital
Ethics Lab, several issues arose that required significant pedagogical and
technological adjustments. Some students struggled with using digital tools,
necessitating remedial technology sessions and guidance.
A limited understanding of ethical concepts from the
outset also became evident, but this was overcome by introducing real-life
examples and case studies that fostered moral reflection and connections to
daily life. Some resistance to the change in methodology was detected among
teachers, which was addressed through training sessions and discussions about
the benefits offered by the lab. In addition, connectivity issues and equipment
shortages were addressed by fostering teamwork and using offline resources to
support the process.
These adjustments encouraged active participation,
critical thinking, and student motivation, creating a more dynamic and
inclusive environment. The insights gained from this process show that the use
of digital resources in ethics education promotes empathy, moral reasoning, and
responsible decision-making.
The project also demonstrated that the combination of
values, technology, and collaborative learning enhances traditional education,
transforming it into a relevant experience that is consistent with current
educational demands and fosters reflection.
Conclusions
The results of the project “Interactive Digital Ethics
Lab as a Tool to Influence the Teaching of Ethics to Sixth-Grade Students”
demonstrated the positive impact that the use of digital strategies had on
students’ moral and civic education.
First, it was confirmed
that teaching ethics requires methods that are active, participatory, and
contextualized—methods that connect moral reflection with real-life situations.
The digital ethics lab facilitated the internalization of values, empathy, and
responsible decision-making, enabling students to transition from rote
memorization to meaningful, experiential learning.
Second, students improved
their social, communication, and digital skills, demonstrating greater
motivation, engagement, and ability to analyze ethical problems in simulated
situations. Virtual environments and gamification proved to be useful tools for
stimulating interest in the subject and promoting critical reflection.
Furthermore, the research
demonstrated the importance of training teachers in the pedagogical use of
technology. The adaptations made throughout the process made it possible to
overcome technical and methodological constraints, resulting in a more cooperative
and active learning community.
Ultimately, the study
demonstrates that the combination of ethics and technology not only improves
academic performance but also fosters students’ holistic development,
strengthening their moral judgment, autonomy, and sense of responsibility in
the face of the challenges of today’s digital and social life. In this vein,
the Interactive Digital Ethics Lab presents itself as an innovative, replicable
pedagogical option that can be adapted to other educational settings with the
goal of shaping ethical, critical, and engaged citizens.
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