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System to Detect Racial-Based Bullying through Gamification

View Article: PubMed Central - PubMed

ABSTRACT

Prevention and detection of bullying due to racial stigma was studied in school contexts using a system designed following “gamification” principles and integrating less usual elements, such as social interaction, augmented reality and cell phones in educational scenarios. “Grounded Theory” and “User Centered Design” were employed to explore coexistence inside and outside the classroom in terms of preferences and distrust in several areas of action and social frameworks of activity, and to direct the development of a cell phone app for early detection of school bullying scenarios. One hundred and fifty-one interviews were given at five schools selected for their high multiracial percentage and conflict. The most outstanding results were structural, that is the distribution of the classroom group by type of activity and subject being dealt with. Furthermore, in groups over 12 years of age, the relational structures in the classroom in the digital settings in which they participated with their cell phones did not reoccur, because face-to-face and virtual interaction between students with the supervision and involvement of the teacher combined to detect bullying caused by racial discrimination.

No MeSH data available.


Proposed architecture.
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Figure 5: Proposed architecture.

Mentions: The architecture of the game is based on each student carrying two elements (see Figure 5B) a Smartphone with the application and a QR code that identifies him/her in the game (each student is put a tag with two QR codes, one in the chest and another in the back). When a child plays with the application, she sees the classroom environment through their mobile device with augmented information (see Figures 5C,D). This augmented information comes from the query that the student’s device performs to the terminal server (see Figure 5A) using the QR code of the person being pointed by. The server, then, sends interactive information on the student being pointed to the device which it interacts with. The system also recognizes the context in which students (e.g., class, patio) are and whether the interaction is performed through the front QR or through the rear QR code that the student is wearing. The whole class (Figure 5C) has these elements and interact freely among them. The server gathers the data in a csv file (comma-separated values; it is a document type in simple open format to represent data in tabular form) relating to all students to be examined by a sociogram (graphical representation of the different relationships between subjects that make up a group). So the interaction analysis can be performed.


System to Detect Racial-Based Bullying through Gamification
Proposed architecture.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC5120090&req=5

Figure 5: Proposed architecture.
Mentions: The architecture of the game is based on each student carrying two elements (see Figure 5B) a Smartphone with the application and a QR code that identifies him/her in the game (each student is put a tag with two QR codes, one in the chest and another in the back). When a child plays with the application, she sees the classroom environment through their mobile device with augmented information (see Figures 5C,D). This augmented information comes from the query that the student’s device performs to the terminal server (see Figure 5A) using the QR code of the person being pointed by. The server, then, sends interactive information on the student being pointed to the device which it interacts with. The system also recognizes the context in which students (e.g., class, patio) are and whether the interaction is performed through the front QR or through the rear QR code that the student is wearing. The whole class (Figure 5C) has these elements and interact freely among them. The server gathers the data in a csv file (comma-separated values; it is a document type in simple open format to represent data in tabular form) relating to all students to be examined by a sociogram (graphical representation of the different relationships between subjects that make up a group). So the interaction analysis can be performed.

View Article: PubMed Central - PubMed

ABSTRACT

Prevention and detection of bullying due to racial stigma was studied in school contexts using a system designed following “gamification” principles and integrating less usual elements, such as social interaction, augmented reality and cell phones in educational scenarios. “Grounded Theory” and “User Centered Design” were employed to explore coexistence inside and outside the classroom in terms of preferences and distrust in several areas of action and social frameworks of activity, and to direct the development of a cell phone app for early detection of school bullying scenarios. One hundred and fifty-one interviews were given at five schools selected for their high multiracial percentage and conflict. The most outstanding results were structural, that is the distribution of the classroom group by type of activity and subject being dealt with. Furthermore, in groups over 12 years of age, the relational structures in the classroom in the digital settings in which they participated with their cell phones did not reoccur, because face-to-face and virtual interaction between students with the supervision and involvement of the teacher combined to detect bullying caused by racial discrimination.

No MeSH data available.