Abstract

The current paper is based on the hypothesis that communication through the new digital technologies modifies the moral response of users, and therefore reduces social capital. This approach has been contrasted by designing and conducting an experiment (N=196) using our own adaptation of the Spanish version of the Defining Issues Test on subjects who have been socialized by Internet and who constitute the representative samples of this study. This test on paper was adapted to our research following an expert validation procedure and then transferred onto two types of digital audiovisual formats. Finally, The use of digital communication technologies and students’ fluid intelligence response were evaluated in order to establish whether their response was significant and if it modified moral response. The results confirm the hypothesis and show that the quality of moral response decreases when digital technologies are used instead of pencil and paper. This difference is greater when virtual images of people designed by animation are used rather than visual images of real people. In addition, the results show that fluid intelligence mitigates these modifications.

Abstract

Few means provide us with more controversial and interesting materials in a moral sense than television contents do nowadays. By showing many cases which involve a conflict of rights and values, it gives plenty of opportunities for moral reflection. It is a very valuable instrument since it offers us relevant present problems, which are also very easy to understand and motivating for young people. This paper is intended to make some suggestions in order to foster the didactic use of some television contents. More specifically, it is intended to show the possibilities that moral dilemmas offer for this purpose. Accordingly, I will put forward some dilemmas which have been built from television materials, as well as several indications for its didactic use and a field research example about them.