You are here:

Using Virtual Roleplay Modules to Develop Teacher Candidates’ Competence in Communicating About Bullying
PROCEEDING

, , , , Penn State University, United States ; , Pennsylvania State University, United States

AACE Award

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

Teachers can play a critical role in stopping bullying-related violence. However, many teachers report they are reluctant to become involved in peer conflicts for fear of “making the situation worse.” Live roleplay, which is typically used to teach these skills, is inefficient, frequently ineffective. Virtual roleplay can simulate intelligent, authentic conversations, but it may be most effective when presented in developmentally sequenced modules. The purpose of this project is to help teacher candidates to respond effectively to classroom bullying by providing them with opportunities to interact with virtual roleplay (VRP) modules that incorporate pre-conversation prompts and post-conversation reflections to teach a set of vital, targeted communication skills. Results showed that candidates found the VRP mostly user-friendly and that their efficacy around handling bullying increased and their likelihood of intervening in relational bullying also increased.

Citation

Schussler, D., Frank, J., Wright, M., Lee, T. & Mahfouz, J. (2017). Using Virtual Roleplay Modules to Develop Teacher Candidates’ Competence in Communicating About Bullying. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2243-2251). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 5, 2023 from .

© 2017 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Bauman, S., & Del Rio, A. (2006). Preservice teachers' responses to bullying scenarios: Comparing physical, verbal, and relational bullying. Journal of Educational Psychology, 98(1), 219-231.
  2. Cornell, D., Gregory, A., Huang, F., & Fan, X. (2013). Perceived prevalence of bullying and teasing predicts high school dropout rates. Journal of Educational Psychology, 105, 138-149.
  3. Craig, W.M., Henderson, K., & Murphy, J.G. (2000). Prospective teachers' attitudes toward bullying and victimization. School Psychology International, 21(1), 5-21.
  4. Craig, W.M., & Pepler, D.J. (1997). Observations of bullying and victimization in the school yard. Canadian Journal of School Psychology, 13(2), 41-59.
  5. Craig, W.M., Pepler, D.J., & Atlas, R.S. (2000). Observations of bullying in the playground and in the classroom. School Psychology International, 21(1), 22-38.
  6. Espelage, D.L., Low, S., & De La Rue, L. (2012). Relations between peer victimization subtypes, family violence, and psychological outcomes during early adolescence. Psychology of Violence, 2(4), 313-324.
  7. Frey, K.S. (2005). Gathering and communicating information about school bullying: Overcoming "secrets and lies". Health Education, 105(6), 409-413.
  8. Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.
  9. Holt, M.K., & Keys, M.A. (2004). Teachers’ attitudes toward bullying. In D. Espelage & S.M. Swearer (Eds.),
  10. Kinnebrew, J., & Biswas, G. (2011). Modeling and measuring self-regulated learning in teachable agent environments. Journal of e-Learning and Knowledge Society, 7(2), 19-35.
  11. Kinnebrew, J., Biswas, G., Sulcer, B., & Taylor, R. (2012). Investigating self-regulated learning in teachable agent environments. In R.A.V. Aleven (Ed.), International Handbook of Metacognition and Learning Technologies (Vol. 99). New York, NY: Springer.
  12. Lamb, M.E., Hershkowitz, I., Orbach, Y., & Esplin, P.W. (2008). Tell me what happened: Structured investigative
  13. Pepler, D., Jiang, D., Craig, W., & Connolly, J. (2008). Development trajectories of bullying and associated factors. Child Development, 79(2), 325-338.
  14. Rigby, K., & Griffiths, C. (2010). Applying the method of shared concern in Australian schools: An evaluative study. Retrieved from
  15. Rose, C.A., & Espelage, D.L. (2012). Risk and protective factors associated with the bullying involvement of students with emotional and behavioral disorders. Behavioral Disorders, 37, 133-148.
  16. Rose, C.A., Monda-Amaya, L.E., & Espelage, D.L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and Special Education, 32, 114-130.
  17. Rosenberg, M.B. (2003). Nonviolent communication: A language of life. Encinitas, CA: Puddle Dancer Press.
  18. Segedy, J.R., Kinnebrew, J.S., & Biswas, G. (2013). The effect of contextualized conversational feedback in a complex open-ended learning environment. Educational Technology Research and Development, 61(1), 71-89.
  19. Silvervarg, A., & Jonsson, A. (2011). Subjective and objective evaluation of conversational agents. Paper presented

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Presentation

SITE VRP 2017.potx Download

Also Read

Related Collections