Interactive Computing Technology in Anti-Bullying Education: The Effects of Conversation-Bot’s Role on K-12 Students’ Attitude Change Toward Bullying Problems

Oh, Eun Young; Song, Donggil; Hong, Hyeonmi

doi:10.1177/0735633119839177

Cited by 33 publications

(12 citation statements)

References 37 publications

(59 reference statements)

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“…However, use of Internet and digital solutions by youth is increasing worldwide, providing cost-effective opportunities for reaching this population with the delivery of self-help educational programs. Also, recent studies support our findings, showing that digital interventions based on chatbots or videogames can be highly engaging, improve well-being, and reduce stress for this population and for nonclinical populations [19][20][21].…”

Section: Principal Findingssupporting

confidence: 88%

A Chatbot-Based Coaching Intervention for Adolescents to Promote Life Skills: Pilot Study

Gabrielli¹,

Rizzi²,

Carbone³

et al. 2020

JMIR Hum Factors

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Background Adolescence is a challenging period, where youth face rapid changes as well as increasing socioemotional demands and threats, such as bullying and cyberbullying. Adolescent mental health and well-being can be best supported by providing effective coaching on life skills, such as coping strategies and protective factors. Interventions that take advantage of online coaching by means of chatbots, deployed on Web or mobile technology, may be a novel and more appealing way to support positive mental health for adolescents. Objective In this pilot study, we co-designed and conducted a formative evaluation of an online, life skills coaching, chatbot intervention, inspired by the positive technology approach, to promote mental well-being in adolescence. Methods We co-designed the first life skills coaching session of the CRI (for girls) and CRIS (for boys) chatbot with 20 secondary school students in a participatory design workshop. We then conducted a formative evaluation of the entire intervention—eight sessions—with a convenience sample of 21 adolescents of both genders (mean age 14.52 years). Participants engaged with the chatbot sessions over 4 weeks and filled in an anonymous user experience questionnaire at the end of each session; responses were based on a 5-point Likert scale. Results A majority of the adolescents found the intervention useful (16/21, 76%), easy to use (19/21, 90%), and innovative (17/21, 81%). Most of the participants (15/21, 71%) liked, in particular, the video cartoons provided by the chatbot in the coaching sessions. They also thought that a session should last only 5-10 minutes (14/21, 66%) and said they would recommend the intervention to a friend (20/21, 95%). Conclusions We have presented a novel and scalable self-help intervention to deliver life skills coaching to adolescents online that is appealing to this population. This intervention can support the promotion of coping skills and mental well-being among youth.

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Section: Principal Findingssupporting

confidence: 88%

A Chatbot-Based Coaching Intervention for Adolescents to Promote Life Skills: Pilot Study

Gabrielli¹,

Rizzi²,

Carbone³

et al. 2020

JMIR Hum Factors

View full text Add to dashboard Cite

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“…Previous research on preventing, addressing, and mitigating bullying in children's lives includes a wide range of technologies and apps, designed by adults: from online lessons to various platforms (Rubin-Vaughan et al, 2011;Timmons-Mitchell et al, 2016;Sánchez and Chamucero, 2017;Nicolaidou and Venizelou, 2020) chatbots (Young Oh et al, 2020), virtual storytelling apps (Hall et al, 2006(Hall et al, , 2009Enz et al, 2008;Watson et al, 2010;Vannini et al, 2011), and games (Raminhos et al, 2015;Calvo-Morata et al, 2019;Kolić-Vehovec et al, 2020;Paracha et al, 2020). Online learning applications are a popular mechanism to raise awareness, educate, and impart skills to children on how to manage their everyday experiences.…”

Section: Applications For Preventing and Addressing Bullyingmentioning

confidence: 99%

We learned we can do something to reduce bullying: Children designing anti-bullying mobile apps to empower their peers

et al. 2023

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Mobile applications have thoroughly pervaded the lives of today's children, who live and learn through and with them. However, limited research has been conducted on children designing such apps and not only using those designed by adults. Inviting children to design such apps is the focus of our study. Moreover, in contemporary society, it is emphasized that children should be empowered to take civic action and engage in making the world a better place. In the literature, however, less emphasis has been placed on how children can be invited to do so through the means of digital technology, particularly mobile application design. In this study, 13–15-year-old children are invited to take civic action to address the serious societal problem of bullying through the design of mobile apps. We discussed the design process and analyzed the applications the children designed from the viewpoint of how they aim to tackle bullying. We examined how their app designs aim at empowering other children in the context of bullying, and thus considered what kinds of opportunities emerge for children to learn skills related to the prevention or management of bullying in the apps they have designed. We showed that the children's app designs informed us of the seriousness of bullying in children's lives and that they advocate for the empowerment of other children in different ways. Hence, we have increased our understanding of how smart, interactive technologies designed by children address the learning and empowerment of other children, i.e., application users. We also studied the children's learning from both their and their teachers' perspectives. This study showcases an alternative way educators can integrate digital technologies and apps in school settings to educate children on important societal matters and digital technology.

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“…There are some limitations to the present study. First, teachers' influences on students' attitudes toward bullying were neglected, while it should be examined as teachers making significant differences in students' anti‐bullying attitudes (Young Oh et al, 2020). Second, cross‐sectional data was used in the present study, so causal relationships between independent and outcome variables could not be identified.…”

Section: Discussionmentioning

confidence: 99%

Factors influencing students' attitudes toward bullying: A multilevel analysis from Mainland China, Hong Kong, and Taipei

Zhang

Tang

Zhang

et al. 2023

Psychology in the Schools

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The present study investigated how students' attitudes toward bullying were influenced simultaneously by personal and contextual factors in Mainland China, Hong Kong, and Taipei. Participants included 25,338 students (15‐year‐olds, from grade 7 to 12) and 663 schools from Mainland China, Hong Kong, and Taipei drawn from the Program for International Student Assessment 2018. Multilevel structural equation modeling with Bayesian estimation was conducted for data analysis. The results showed that, for personal factors, girls had stronger anti‐bullying attitudes than boys in each sample. Resilience and self‐efficacy predicted students' anti‐bullying attitudes positively and significantly in all three regions. For family contextual factors, parents' emotional support had positive effects on students' attitudes toward bullying in three regions. For school contextual factors, there was no consistent result among the three regions. School location and school belonging were positive predictors of students' anti‐bullying attitudes in Mainland China. By contrast, class size and student behavior hindering learning negatively correlated with students' anti‐bullying attitudes in Hong Kong. In Taipei, students in public schools were more likely to form anti‐bullying attitudes, and a positive association was found between the student–teacher ratio and students' attitudes toward bullying. Distinguishing the commonalities and differences in the factors influencing students' attitudes toward bullying in Mainland China, Hong Kong, and Taipei provides empirical evidence to understand school bullying prevention and control mechanism.

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Interactive Computing Technology in Anti-Bullying Education: The Effects of Conversation-Bot’s Role on K-12 Students’ Attitude Change Toward Bullying Problems

Cited by 33 publications

References 37 publications

A Chatbot-Based Coaching Intervention for Adolescents to Promote Life Skills: Pilot Study

A Chatbot-Based Coaching Intervention for Adolescents to Promote Life Skills: Pilot Study

We learned we can do something to reduce bullying: Children designing anti-bullying mobile apps to empower their peers

Factors influencing students' attitudes toward bullying: A multilevel analysis from Mainland China, Hong Kong, and Taipei

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