Sibylle Enz

Virtual learning intervention to reduce bullying victimization in primary school: a controlled trial

BACKGROUND Anti-bullying interventions to date have shown limited success in reducing victimization and have rarely been evaluated using a controlled trial design. This study examined the effects of the FearNot! anti-bullying virtual learning intervention on escaping victimization, and reducing overall victimization rates among primary school students using a nonrandomized controlled trial design. The program was designed to enhance the coping skills of children who are known to be, or are likely to be, victimized. METHODS One thousand, one hundred twenty-nine children (mean age 8.9 years) in 27 primary schools across the UK and Germany were assigned to the FearNot! intervention or the waiting control condition. The program consisted of three sessions, each lasting approximately 30 minutes over a three-week period. The participants were assessed on self-report measures of victimization before and one and four weeks after the intervention or the normal curriculum period. RESULTS In the combined sample, baseline victims in the intervention group were more likely to escape victimization at the first follow-up compared with baseline victims in the control group (adjusted RR, 1.41; 95% CI, 1.02-1.81). A dose-response relationship between the amount of active interaction with the virtual victims and escaping victimization was found (adjusted OR, 1.09; 95% CI, 1.003-1.18). Subsample analyses found a significant effect on escaping victimization only to hold for UK children (adjusted RR, 1.90; CI, 1.23-2.57). UK children in the intervention group experienced decreased victimization rates at the first follow-up compared with controls, even after adjusting for baseline victimization, gender and age (adjusted RR, .60; 95% CI, .36-.93). CONCLUSIONS A virtual learning intervention designed to help children experience effective strategies for dealing with bullying had a short-term effect on escaping victimization for a priori identified victims, and a short-term overall prevention effect for UK children.

A Socially-Aware Memory for Companion Agents

Memory is a vital capability for intelligent social Companions. In this paper, we introduce a simple memory model that allows a Companion to maintain a long-term relationship with the user by remembering past experiences in order to personalise interaction. Additionally, we implemented a situational forgetting mechanism that gives the Companion the ability to protect the users privacy by not disclosing sensitive data. Two test scenarios are used to demonstrate these abilities in our Companions.

The Social Role of Robots in the Future—Explorative Measurement of Hopes and Fears

With robot technology entering more and more our private lives, the resulting ethical impact on society gets into the focus of social robotics. The present research focuses on individuals and their hopes and objections related to the potential social roles of robots in the future: via an online questionnaire, 328 participants indicated their expectations as to when these social roles for robots will become reality (distance rating) as well as their affective judgement of these roles (valence rating). Results indicate that while judgements are overall rather negative, the negativity is associated with characteristics of the respective social role (social context, distance rating) as well as with characteristics of the participants (gender, age, professional background). The findings are discussed regarding their impact on future work, including the development of ethical guidelines for social robotics.

An initial memory model for virtual and robot companions supporting migration and long-term interaction

This work proposes an initial memory model for a long-term artificial companion, which migrates among virtual and robot platforms based on the context of interactions with the human user. This memory model enables the companion to remember events that are relevant or significant to itself or to the user. For other events which are either ethically sensitive or with a lower long-term value, the memory model supports forgetting through the processes of generalisation and memory restructuring. The proposed memory model draws inspiration from the human short-term and long-term memories. The short-term memory will support companions in focusing on the stimuli that are relevant to their current active goals within the environment. The long-term memory will contain episodic events that are chronologically sequenced and derived from the companions interaction history both with the environment and the user. There are two key questions that we try to address in this work: 1) What information should the companion remember in order to generate appropriate behaviours and thus smooth the interaction with the user? And, 2) What are the relevant aspects to take into consideration during the design of memory for a companion that can have different types of virtual and physical bodies? Finally, we show an implementation plan of the memory model, focusing on issues of information grounding, activation and sensing based on specific hardware platforms.

Culture–personality based affective model

Bringing culture and personality in a combination with emotions requires bringing three different theories together. In this paper, we discuss an approach for combining Hofstede’s cultural dimensions, BIG five personality parameters and PSI theory of emotions to come up with an emergent affective character model.

Individual and social network predictors of the short-term stability of bullying victimization in the United Kingdom and Germany

BACKGROUND There is still relatively little research on the social context within which bullying develops and remains stable. AIM This study examined the short-term stability of bullying victimization among primary school students in the United Kingdom and Germany (mean age, 8.9 years) and the individual and social network factors that contributed to remaining a victim of bullying. SAMPLE The sample consisted of 454 children (247 males and 207 females). METHODS Participants completed questionnaires on bullying victimization at three assessment points over a 9-week period. Other measures consisted of self-reported demographic, peer, and family relationship characteristics. Social network indices of density, reciprocity, and hierarchy were constructed using friendship and peer acceptance nominations. RESULTS Relative risk analyses indicated a six-fold increased risk of remaining a victim at consequent follow-ups, compared to a child not victimized at baseline becoming a victim over the follow-up period. Individual characteristics explained substantially more variance in the stability of bullying victimization than class-level factors. Hierarchical logistic regression analyses revealed that being victimized by siblings and being rejected by peers predicted remaining a victim over a 9-week period. CONCLUSIONS Bullying victimization among primary school students proved moderately stable over a 9-week period. Individual characteristics were more influential in predicting the stable victim role than class-level factors. Our findings have implications for the identification of stable victims in primary school and early preventative bullying programs.

Technology-enhanced role-play for social and emotional learning context – Intercultural empathy

Role-play can be a powerful educational tool, especially when dealing with social or ethical issues. However, while other types of educational activity have been routinely technology-enhanced for some time, the specific problem of supporting educational role-play with technology has only begun to be tackled recently. Within the eCIRCUS project we have designed a framework for technology-enhanced role-play with the aim of educating adolescents about intercultural empathy. This work was influenced by related fields such as intelligent virtual agents, interactive narrative and pervasive games. In this paper, we will describe the different components of our role-play technology by means of a prototype implementation of this technology, the ORIENT showcase. Furthermore we will present results of our evaluation of ORIENT.

Inter-cultural differences in response to a computer-based anti-bullying intervention

Background and purpose: Many holistic anti-bullying interventions have been attempted, with mixed success, while little work has been done to promote a ‘self-help’ approach to victimisation. The rise of the ICT curriculum and computer support in schools now allows for approaches that benefit from technology to be implemented. This study evaluates the cross-cultural effects of a computer-based anti-bullying intervention on primary school-aged childrens knowledge about bullying and relevant coping strategies. Programme description: FearNot! is an interactive computer-based virtual learning environment designed for use as an anti-bullying intervention. It includes interactive virtual agents who assume the most common participant roles found in episodes of bullying. FearNot! was used by children over three consecutive weeks to allow its effectiveness to be evaluated in a longitudinal in situ programme. Sample: Two comparable samples were drawn from the UK and Germany. In the UK, 651 participants (aged 8–11) were recruited from primary schools in Hertfordshire, Coventry and Warwickshire, whereas the 535 German participants (aged 7–10) were sourced from Grundschulen in the Bayern and Hessen regions. Because of lack of parental consent, late joiners and absences/missing responses, data from 908 participants (UK 493; Germany 415) were analysed. Design and methods: A quasi-experimental, pre/post-tests control group design employed pre-published and bespoke questionnaires to collect data. Descriptive and inferential analyses were conducted. Results: UK students possessed higher coping strategy knowledge scores than German participants, but German childrens scores improved over time and as a result of the FearNot! intervention. Conclusions: Overall, while not effective at increasing childrens coping strategy knowledge in this study, the FearNot! intervention could prove a useful classroom tool to approach the issue of bullying as part of a wider initiative. Cultural differences at baseline and reactions to the intervention are discussed.

Towards Intelligent Computer Assisted Educational Role-Play

This paper investigates how graphically displayed intelligent virtual actors, mobile devices and innovative interaction modalities can support and enhance educational role-play as well as deepen the sense of engagement and presence in participants to produce more successful learning. The discussion will be presented using a showcase from the eCIRCUS project, ORIENT, an application combining virtual and real life role-play for social and emotional learning.

Advocating an ethical memory model for artificial companions from a human-centred perspective

This paper considers the ethical implications of applying three major ethical theories to the memory structure of an artificial companion that might have different embodiments such as a physical robot or a graphical character on a hand-held device. We start by proposing an ethical memory model and then make use of an action-centric framework to evaluate its ethical implications. The case that we discuss is that of digital artefacts that autonomously record and store user data, where this data are used as a resource for future interaction with users.