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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.


Cancelation of an expulsion by the student #0012.
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Figure 10: Cancelation of an expulsion by the student #0012.

Mentions: The interaction model is not only limited to directly selecting partners for activities, and in addition it can be controlled in the sense that for every action you want to perform, a question must be correctly answered. In this case, if the question posed at the partner is not resolved, the opponent wins. On the contrary, if resolved who starts the interaction wins (and therefore the action is performed). Figures 9 and 10 show this feature.


System to Detect Racial-Based Bullying through Gamification
Cancelation of an expulsion by the student #0012.
© Copyright Policy
Related In: Results  -  Collection

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

Figure 10: Cancelation of an expulsion by the student #0012.
Mentions: The interaction model is not only limited to directly selecting partners for activities, and in addition it can be controlled in the sense that for every action you want to perform, a question must be correctly answered. In this case, if the question posed at the partner is not resolved, the opponent wins. On the contrary, if resolved who starts the interaction wins (and therefore the action is performed). Figures 9 and 10 show this feature.

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.