| Summary: | 碩士 === 國立中央大學 === 網路學習科技研究所 === 106 === With the prevailing of the internet and technology, cyberbullying has become a serious problem among adolescents and has attracted considerable attention in academia and in educational practice. To date, no solution has been made to successfully prevent cyberbullying. Past research on cyberbullying are mostly conducted in Western countries using high school student as samples. This study aims to design and develop a scenario-based interactive learning courseware for students in elementary schools and middle school in Taiwan to prevent cyberbullying. It is hoped that the interactive multi-path courseware could help to build appropriate attitude toward and awareness of cyberbullying in an effective and engaging manners. Target learners would be able to experience the cyberbullying incident as a bystander, make decision on what actions to take, and be taught the according consequences. The effectiveness of the self-developed courseware was evaluated by 124 teachers of various levels in terms of its perceived usefulness, perceived ease of use, and its influence on raising cognitive empathy and positive behavior intentions toward cyberbullying. Data sources included questionnaires of cyberbystanders’ experience, behavior intention to respond to cyberbullying incidents, focus group interviews, and log record of the interactive courseware. Results indicated that participating teachers perceived the interface of the scenario-based interactive learning courseware useful and easy to use, and considered to actually incorporate the courseware in their teaching. Further analysis revealed that teachers from different school sizes rated perceived usefulness and perceived ease of use differently. Based on the findings, recommendations and potential modifications of the courseware were discussed.
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