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Story Design for Embodied Conversational
Agents to Effectively Teach Bullying
Intervention
D’Shonda Brown
Advised by: Dr. Kinnis Gosha
ABSTRACT
Studies have shown that bullying is a major challenge facing today’s school system. Related to bullying is bystander
effect, a phenomenon which addresses the different factors involved in people who witness bullying. Despite much
psychological and behavioral research dedicated to bullying and bystander effect, there has been a lack of the use of
technology to help address the issue. Embodied conversational agents (ECAs) have been used to help address
bystander effect and bullying. An anti-bullying ECA (virtual agent) was created that interacts with students and will
evaluate attitudes and actions of how student bystanders react when exposed to bullying situations. A survey and
within subjects research design is proposed to collect data from the students before and after the ECA intervention.
BACKGROUND
Over time, bullying has become of one of the
most prominent issues in modern school
systems whether it be in-person or cyber
bullying, elementary level or collegiate level, or
public versus private institutions. Though the
matter of bullying is certainly non-neoteric,
research has show that bystanders, in fact, have
just as much an impact on the outcome of the
situation as the bully does.
Bullying can, in turn, increase the chances of a
child budding suicidal thoughts, committing
suicide, engaging in self-harmful activity or even
becoming the bully themselves as they venture
into adulthood. The Culturally Relevant
Computing Lab has utilized ECAs to measure the
change in understanding about bullying among
adolescents and strives to have a positive effect
on their behavior and character growth.
STORY CREATION
DEVELOPMENT
1. Distributing a survey to a non-bias group of teachers to
determine the leading reasons why children are bullied
2. Taking the top six assorted bullying scenario topics based
upon prominence to develop the trial stories and script
formatting: 1) Clothes, 2) Grooming, 3) Perceived Family
Wealth (Poor), 4) Low Academics, 5) Overweight and 6)
Tattle Tale
3. Incorporating most recent findings on the role of a
bystander into the stories to develop more realistic and
effective plot lines
4. Editing and reviewing through Dr. Kinnis Gosha
5. Creation of Bullying ECAs and addition to the
BullyShutdown site
CONCEPT
While interviewing elementary school students during
a visit on Fall 2014 visit, the story developers
discovered the following:
• Record the children individually
• Students prefer to read a story from a protagonist
in the same grade or older
• Scripts should be direct and straight to the point
• Use a vocabulary that is easy to pronounce and big
font to create easy-to-read methods
• Color code sentences to represent emotion
• Do not create extensive sections and make sure
they do not extend the past the page
• Reward the participants
CONCLUSION
BullyShutdown is a developing software
program created by a team of researchers,
web developers and story creators
through Morehouse College’s CRC Lab.
This website was produced to raise
awareness around the distress of bullying
as well as how resultant the role of a
bystander truly is.
BullyShutdown was initially created in
October 2014, but officially launched in
January 2015. The tools used are easy to
operate for students, teachers and
administrators with no trials necessary.
Phase I
1. Creating a larger team of story creators with more efficient
process
2. Revising a process for story creation and review including:
a) Topic, Grade and Gender Selection, b) Story Drafts, c)
Final Drafts, d) To Be Edited by D’Shonda, e) To Be Edited
by Gosha and f) Ready to Record
3. Recording students, taking photographs, creating ECAs and
adding ECAs to website
4. Creation and addition of quizzes to add to the site
Phase II

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BullyShutdown Reseach Poster v2.pptx

  • 1. Story Design for Embodied Conversational Agents to Effectively Teach Bullying Intervention D’Shonda Brown Advised by: Dr. Kinnis Gosha ABSTRACT Studies have shown that bullying is a major challenge facing today’s school system. Related to bullying is bystander effect, a phenomenon which addresses the different factors involved in people who witness bullying. Despite much psychological and behavioral research dedicated to bullying and bystander effect, there has been a lack of the use of technology to help address the issue. Embodied conversational agents (ECAs) have been used to help address bystander effect and bullying. An anti-bullying ECA (virtual agent) was created that interacts with students and will evaluate attitudes and actions of how student bystanders react when exposed to bullying situations. A survey and within subjects research design is proposed to collect data from the students before and after the ECA intervention. BACKGROUND Over time, bullying has become of one of the most prominent issues in modern school systems whether it be in-person or cyber bullying, elementary level or collegiate level, or public versus private institutions. Though the matter of bullying is certainly non-neoteric, research has show that bystanders, in fact, have just as much an impact on the outcome of the situation as the bully does. Bullying can, in turn, increase the chances of a child budding suicidal thoughts, committing suicide, engaging in self-harmful activity or even becoming the bully themselves as they venture into adulthood. The Culturally Relevant Computing Lab has utilized ECAs to measure the change in understanding about bullying among adolescents and strives to have a positive effect on their behavior and character growth. STORY CREATION DEVELOPMENT 1. Distributing a survey to a non-bias group of teachers to determine the leading reasons why children are bullied 2. Taking the top six assorted bullying scenario topics based upon prominence to develop the trial stories and script formatting: 1) Clothes, 2) Grooming, 3) Perceived Family Wealth (Poor), 4) Low Academics, 5) Overweight and 6) Tattle Tale 3. Incorporating most recent findings on the role of a bystander into the stories to develop more realistic and effective plot lines 4. Editing and reviewing through Dr. Kinnis Gosha 5. Creation of Bullying ECAs and addition to the BullyShutdown site CONCEPT While interviewing elementary school students during a visit on Fall 2014 visit, the story developers discovered the following: • Record the children individually • Students prefer to read a story from a protagonist in the same grade or older • Scripts should be direct and straight to the point • Use a vocabulary that is easy to pronounce and big font to create easy-to-read methods • Color code sentences to represent emotion • Do not create extensive sections and make sure they do not extend the past the page • Reward the participants CONCLUSION BullyShutdown is a developing software program created by a team of researchers, web developers and story creators through Morehouse College’s CRC Lab. This website was produced to raise awareness around the distress of bullying as well as how resultant the role of a bystander truly is. BullyShutdown was initially created in October 2014, but officially launched in January 2015. The tools used are easy to operate for students, teachers and administrators with no trials necessary. Phase I 1. Creating a larger team of story creators with more efficient process 2. Revising a process for story creation and review including: a) Topic, Grade and Gender Selection, b) Story Drafts, c) Final Drafts, d) To Be Edited by D’Shonda, e) To Be Edited by Gosha and f) Ready to Record 3. Recording students, taking photographs, creating ECAs and adding ECAs to website 4. Creation and addition of quizzes to add to the site Phase II