Effects of School Violence Prevention Education Using a Chatbot (SVPE-C) on Sixth-Grade Students in South Korea

Abstract

This study investigated the effects of school violence prevention education using a chatbot (SVPE-C) on sixth-grade students. By applying a pre and posttest design, the students’ (a) degree of knowledge and (b) attitude toward school violence were examined. In addition, (c) satisfaction with the educational method and (d) awareness about SVPE-C were surveyed only in the experimental group. Of the 135 students, the experimental group (n = 67) received six sessions of SVPE-C with class lectures, whereas the control group (n = 68) received education only through class lectures. Between the two groups, there were significant differences in the degree of knowledge (t = 2.837, p = .005) and attitudes toward school violence (t = 2.98, p = .003). Furthermore, satisfaction with the educational method was significantly higher in the experimental group than in the control group (t = 2.810, p = .006). Therefore, SVPE-C may be effective for elementary school students.

Keywords

artificial intelligence child school school nurses violence

Get full access to this article

View all access options for this article.

References

Alasadi

E. A.

Baiz

C. R.

(2023). Generative AI in education and research: Opportunities, concerns, and solutions. Journal of Chemical Education, 100(8), 2965–2971. https://doi.org/10.1021/acs.jchemed.3c00323

Atri

ShafiZadeh

Soleimani

(2024). Analysis of the lived experience of teachers’ violence towards Afghan students in primary schools. Sociology, 7(1), 21–31. https://doi.org/10.61838/kman.ijes.7.1.3

Baginsky

Driscoll

Purcell

Manthorpe

Hickman

(2022). Protecting and safeguarding children in schools: A multi-agency approach. Policy Press.

Castro-Sánchez

Zurita-Ortega

Ruiz

G. R.

Chacon-Cuberos

(2019). Explanatory model of violent behaviors, self-concept and empathy in schoolchildren: Structural equations analysis. PLoS One, 14(8), 1–15. https://doi.org/10.1371/journal.pone.0217899

Chen

H. L.

VickiWidarso

Sutrisno

(2020). A chatbot for learning Chinese: Learning achievement and technology acceptance. Journal of Educational Computing Research, 58(6), 1161–1189. https://doi.org/10.1177/07356https://doi.org/ 33120929622

Cheng

S. C.

Hwang

G. J.

Chen

C. H.

(2019). From reflective observation to active learning: A mobile experiential learning approach for environmental science education. British Journal of Educational Technology, 50, 2251–2270. https://doi.org/10.1111/bjet.12845

Choi

S. H.

Kim

H. Y.

(2021). A study on the analysis of school violence prevention programs for elementary schools. The Korean Society of Sports Science, 30(4), 587–597. https://doi.org/10.35159/kjss.2021.8.30.4.587

Choi

S. W.

Nam

J. H.

(2019). The use of AI chatbot as an assistant tool for SW education. Journal of the Korea Institute of Information and Communication Engineering, 23(12), 1693–1169. httpsss://doi.org/http://doi.org/10.6109/jkiice.2019.23.12.1693

Chun

Lee

Park

(2021). A systematic review of AI technology use in English education. Multimedia Assisted Language Learning, 24(1), 87–103. https://www.researchgate.net/publication/351900922_A_systematic_review_of_AI_technology_use_in_English_education

10.

Cunningham

Hoy

Shannon

(2016). Does childhood bullying lead to the development of psychotic symptoms? A meta-analysis and review of prospective studies. Psychosis, 8, 48–59. https://doi.org/10.1080/17522439.2015.1053969

11.

Deveci Topal

Dilek Eren

Kolburan Geçer

(2021). Chatbot application in a 5th grade science course. Education and Information Technologies, 26(5), 6241–6265. https://doi.org/10.1007/s10639-021-10627-8

12.

Erturk

Reynolds

G. B.

(2020, July 21–23). The expanding role of immersive media in education [Paper presentation]. The 14th International Association for the Development of the Information Society (IADIS) international conference e-learning 2020 (part of multi conference on computer science and information systems 2020) (pp. 191–194), Lisbon. IADIS Press.

13.

Faul

Erdfelder

Lang

A. G.

Buchner

(2007). G*power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191. https://doi.org/10.3758/bf03193146

14.

E. J.

Kong

J. W.

Kim

K. E.

(2018). A meta-analysis of the correlation between maltreatment, witnessing domestic violence, and bullying among youths in South Korea. Social Work in Public Health, 33(1), 17–30. https://doi.org/10.1080/19371918.2017.1391148

15.

Guo

Zhong

Chu

S. K. W.

(2023). Effects of chatbot-assisted in-class debates on students’ argumentation skills and task motivation. Computers & Education, 203, 104862. https://doi.org/10.1016/j.compedu.2023.104862

16.

Han

D. E.

(2021). A study of the development of conversational AI chatbot using Dialogflow and its application into practice in elementary English classes. Journal of Learner-Centered Curriculum and Instruction, 21(17), 517–529. https://doi.org/10.22251/jlcci.2021.21.17.517

17.

Hwang

S. R.

Moon

S. H.

Kim

(2023). Development of school violence prevention education program based on generative AI. The Korean Association of Computer Education The Academic Conference Proceedings, 27(2), 95–96.

18.

S. W.

(2022). A plan to develop spiritual force using artificial intelligence. Journal of Spiritual & Mental Force Enhancement, 68, 145–202.

19.

Kang

K. A.

S. J.

Kang

S. R.

(2022). Elementary school students’ awareness of the use of artificial intelligence chatbots in violence prevention education in South Korea: A descriptive study. Child Health Nursing Research, 28(4), 291–298. https://doi.org/10.4094/chnr.2022.28.4.291

20.

Kang

K. A.

Kim

S. J.

B. D.

Kim

Y. H.

(2024). Development of a chatbot for school violence prevention among elementary school students in South Korea: A methodological study. Child Health Nursing Research, 30(1), 45–53. https://doi.org/10.4094/chnr.2023.054

21.

Kim

J. H.

Jeong

(2023). Analysis of news on school violence using text mining: Focusing on news data from 2008 to 2022. Journal of Next-Generation Convergence Technology Association, 7(8), 1268–1284. https://doi.org/10.33097/JNCTA.2023.07.08.1268

22.

Kim

(2023). An analysis of the effectiveness of school violence prevention education program. Journal of Cognitive Enhancement and Intervention, 14(1), 87–104. https://doi.org/10.21197/JCEI.14.1.5

23.

Kim

Yeom

Jung

Lim

(2021). A review of research on artificial intelligence chatbot in education through the Lens of activity theory. Journal of Korean Association for Educational Information and Media, 27(2), 699–721. https://doi.org/10.15833/KAFEIAM.27.2.699

24.

Kim

D. H.

(2021). Business message Kakao AlimTalk based chatbot. The Journal of Korean Association of Computer Education Conference, 25(2(A)), 165–167.

25.

Korea Ministry of Education. (2021). 2021 school violence survey. https://moe.go.kr/boardCnts/viewRenew.do?boardID=294&boardSeq=88940&lev=0&searchType=null&statusYN=W&page=1&s=moe&m=020402&opType=N

26.

Liu

C. C.

Liao

M. G.

Chang

C. H.

Lin

H. M.

(2022). An analysis of children’s interaction with an AI chatbot and its impact on their interest in reading. Computers & Education, 189, 104576. https://doi.org/10.1016/j.compedu.2022.104576

27.

Min

Ahn

Kim

(2020). Structural relationship analysis between the intention to use educational chatbots and influential factors based on technology acceptance model. Journal of Korean Association for Educational Information and Media, 26(4), 799–825. https://doi.org/10.15833/KAFEIAM.26.4.799

28.

Ministry of Education (2020). School Violence prevention and response act, 42 Stat. § 101-150.

29.

(2022). Analysis of the effects of school violence prevention education by school grade. The Journal of Learner-Centered Curriculum and Instruction, 22(21), 877–893. https://doi.org/10.22251/jlcci.2022.22.21.877

30.

E. Y.

Song

Hong

(2020). Interactive computing technology in anti-bullying education: The effects of conversation-bot’s role on K-12 students’ attitude change toward bullying problems. Journal of Educational Computing Research, 58(1), 200–219. https://doi.org/10.1177/0735633119839177

31.

Park

S. H.

(2019). A study on applying school violence prevention education by analyzing excellent cases of school violence prevention in domestic and foreign schools. The Journal of Learner-Centered Curriculum and Instruction, 19(13), 653–676. https://doi.org/10.22251/jlcci.2019.19.13.653

32.

Park

J. H.

Lim

K. H.

(2021). A study on changes to school violence prevention education and an improvement plan in accordance with changes to school violence legislation and policy. The Journal of Educational Development, 40(3), 695–719. https://doi.org/10.34245/jed.40.3.695

33.

Peck

H. C.

Tzani

Lester

Williams

T. J. V.

Page

(2024). Cyberbullying in the UK: The effect of global crises on the victimization rates. Journal of School Violence, 23(1), 111–123. https://doi.org/10.1080/15388220.2023.2278473

34.

Rambaran

J. A.

Dijkstra

J. K.

Veenstra

(2020). Bullying as a group process in childhood: A longitudinal social network analysis. Child Development, 91(4), 1336–1352. https://doi.org/10.1111/cdev.13298

35.

Sebastian

Nugraha

K. A.

(2021, September 23–25). Academic customer service chatbot development using telegrambot API [Paper presentation]. The 2nd International conference on innovative and creative information technology (ICITech) (pp. 221–2255), Salatiga, Indonesia. Piscataway, NJ: IEEE.

36.

Segura

Henkhaus

Banyard

Obara

L. M.

Jefferson

G. C.

(2023). Rethinking dating and sexual violence prevention for youth during the pandemic: Examining program feasibility and acceptability. Journal of Interpersonal Violence, 38(3–4), 4114–4137. https://doi.org/10.1177/08862605221111421

37.

Shin

(2022). A qualitative study on the perception of school violence prevention education among 6th graders of elementary school. The Journal of Humanities and Social Science, 13(1), 2807–2820. https://doi.org/10.22143/HSS21.13.1.198

38.

Smutny

Schreiberova

(2020). Chatbots for learning: A review of educational chatbots for the Facebook messenger. Computers & Education, 151, 103862. https://doi.org/10.1016/j.compedu.2020.103862

39.

Thompson

E. L.

Farrell

A. D.

(2019). Longitudinal relations between trauma-related psychological distress and physical aggression among urban early adolescents. Journal of Clinical Psychology, 75(9), 1626–1642. https://doi.org/10.1002/jclp.22781

40.

Troop-Gordon

(2017). Peer victimization in adolescence: The nature, progression, and consequences of being bullied within a developmental context. Journal of Adolescence, 55, 116–128. https://doi.org/10.1016/j.adolescence.2016.12.012

41.

Turanovic

J. J.

Siennick

S. E.

(2022). The causes and consequences of school violence: A review. National Institute of Justice .

42.

van Geel

Goemans

Vedder

(2015). A meta-analysis on the relation between peer victimization and adolescent non-suicidal self-injury. Psychiatry Research, 230, 364–368. https://doi.org/10.1016/j.psychres.2015.09.017

43.

Yang

E. Y.

Kim

C. S.

(2019). A study on the effect of empathy ability enhancement in school violence prevention arts education program, ‘school of musical’. Culture and Convergence, 41(5), 1–30. https://doi.org/10.33645/cnc.2019.10.41.5.1