[雙語翻譯]計(jì)算機(jī)犯罪外文翻譯--計(jì)算機(jī)科學(xué)專業(yè)學(xué)生對(duì)網(wǎng)絡(luò)犯罪的感知分析（英文）

1、 Procedia - Social and Behavioral Sciences 182 ( 2015 ) 590 – 595 Available online at www.sciencedirect.com1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC

2、BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Academic World Research and Education Center. doi: 10.1016/j.sbspro.2015.04.787 ScienceDirect4th WORLD CONFERENC

3、E ON EDUCATIONAL TECHNOLOGY RESEARCHES, WCETR- 2014 The Perception Analysis of Cyber Crimes In View of Computer Science Students Duygu Solaka*, Murat Topaloglua aTrakya Uiversity, Kesan Yusuf Capraz School of Applied S

4、ciences, Edirne Abstract Computer Technologies growing rapidly has become an indispensable part of modern life. While making social life easier, the changes that technology has brought also bring forth some security issu

5、es. Thus, it is easier to commit crimes and we are faced with cyber-crimes. This study examines the differences among the cyber-crime perceptions of undergraduate students at Trakya University in terms of demographic fac

6、tors. The method of the study was a questionnaire that was given to lecturers and students at Trakya University sample and it was designed to measure and assess the levels of interest in technology, the severity of cyber

7、-crimes and the individuals’ perceptions of cyber-crimes in terms of ethics and law. The findings of the study can help us define the level of common perception of cyber-crimes and the meaningful differences between sepa

8、rate groups. © 2015 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of Academic World Research and Education Center. Keywords: Information Technologies, Cyber Crimes, Information Technolog

9、y Law, Perception Analysis 1. Introduction Informatics has been defined as the science of processing of the information used in technical, economic and social communication areas, and on which science has its own basis,

10、 properly and logically via electronic machines in particular (Koksal, 2006). The developments in computer and information technologies have penetrated into anything in everyday life. Globalization has gained speed wit

11、h the internet becoming more popular and the physical * Duygu Solak. Tel.: +905418713106 E-mail address: nduygusolak@trakya.edu.tr© 2015 The Authors. Published by Elsevier Ltd. This is an open access article under

12、the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of Academic World Research and Education Center.592 Duygu Solak and Murat Topaloglu / Procedia - Social an

13、d Behavioral Sciences 182 ( 2015 ) 590 – 595 2.3 Study Group 182 students studying at Trakya University, Kesan Yusuf Capraz School of Applied Disciplines, Department of Computer Technologies and Information System

14、s during the academic year in 2014-2015 make up the study group of this research. 2.4 Data Collection The survey used in this study has three subdimensions to obtain demographic information, to assess the internet use

15、 and the examples of cybercrimes. The first part includes personal information, such as gender and year of study. In the second part aims to describe the internet use habits of the students. The last part includes Cyber

16、crime Examples Scale with five point likert scale with “Strongly agree (1), Agree (2), Not Sure (3), Disagree (4), Strongly disagree (5)“. To examine the attitudes on legal grounds, the statements “Definitely a crime (

17、1), Crime (2), Not Sure (3), Not a Crime (4), Definitely Not a Crime (5)” are used whereas “Certainly right (1), Right (2), Neutral (3), Wrong (4), Definitely wrong (5)” statements are used to examine moral attitudes t

18、owards cybercrime. The questionnaire form was taken from the masters’ thesis “The Perception Analysis of Computer Crimes With respect to Socio-Cultural Levels” by (?lbas, 2009) and applied to the study group. 2.5 Data

19、 Analysis SPSS 20 (Statistical Package for Social Sciences) was used for the analysis of the data. Percentage and frequency analysis were used to determine the perceptions analysis of cybercrime in computer students. Th

20、e reliability coefficient for the whole scale was found .88. 3. Findings In this section, frequency and percentage distributions of the students’ genders and years of study are presented. %35,2 (64 students) of the par

21、ticipants were females and % 64,8 (118 people) were males; %14,8 (27 students) were freshmen; %20,3 (37 students) were sophomores; %20,9 (38 students) were juniors; and %44,0 (80 students) were seniors. According to t

22、he frequency analysis results for the interest in computers and technology and following the latest developments in the field; %6 (11 students) of the students reported they are not interested in the subject and do not

23、 follow the latest developments with %9,9 (18 students) who are not interested but following the updates in written and visual media. %24,2 of the participants (44 students) said they are interested in the subjects with

24、out following the updates with %59,3 (108) reporting their interest in both the subject and latest developments. The results show that majority of the students have interest in computers, technology and the internet fo

25、llowing the updates and developments closely. According to the frequency analysis for how long the students have been using the internet; %0,5 (1 students) said “I don’t use”; %0,5 (1 students) said they have been usi

26、ng information technologies for “l(fā)ess than a year”; %10,4 (19 students) 2-5 years; %59,3 (108 students) 6-9 years; %29,1 of the students reported that they have been using the internet more than 10 years. Most of the s

27、tudents have been using the internet for 6-9 years according to the results. The frequency analysis for the place where the students get connected to the internet show that %31,3 (57 students) can access to the interne

28、t at home and %8,2 (15 students) use the internet at work or at school while %0,5 (1 student) goes to internet cafes. %1,6 (3 students) reported using common access areas. Most of the students have been using the inte

29、rnet at home according to the results. According to the frequency results, the internet is used by students for doing research for work and school with %31,3 (57 students); for doing research for personal interests with

30、 %37,4 (68 students); for reading news and current affairs with %14,3 (26 students), for communication purposes with %8,8 (16 students), for forming social relationships %1,1 (2 students); and for entertainment and gam