Abstract

Bullying has been a pervasive and widespread problem among adolescents (Sugarman & Willoughby, 2013; Jones, Manstead & Livingston, 2011). To date, anti-cyberbullying lessons in schools have been successful in transmitting knowledge. However, few evidence-based empirical studies have shown that after students attended anti-cyberbullying lessons, they adopted the beliefs, intentions, and behaviours advocated in the lessons. This paper shares how through the three research studies, various learning environments were explored to fill the gap. The research studies explored in-class role play, interactive story branching video and immersive interactive story branching video. Findings indicate that some form automated interactivity would provide a safe learning environment and the immersive element may make it easier for adolescents to emphatise.

Citation

Chai, A.S.C., Selamat, H. & Lee, M.R.M.S. (2023). Learning environments designed to cause of mindset shift in a Cyberbullying and bullying context ranging from regular videos to immersive interactive videos. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 577-584). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved September 1, 2024 from https://www.learntechlib.org/primary/p/222552/.

© 2023 Association for the Advancement of Computing in Education (AACE)