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BACKGROUND Anti-bullying interventions to date have shown limited success in reducing victimization and have rarely been evaluated using a controlled trial design. This study examined the effects of the FearNot! anti-bullying virtual learning intervention on escaping victimization, and reducing overall victimization rates among primary school students using(More)
In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier's archiving and manuscript policies are encouraged to visit: Keywords: Educational role-play game Intercultural empathy Innovative interaction(More)
This paper discusses the development of a believable agent-based educational application designed to develop inter-cultural empathy for 13-14 year old students. It considers relevant work in cultural taxonomy and adaptation to other cultures as well as work showing that users are sensitive to the perceived culture of believable interactive characters. It(More)
The eCIRCUS (Education through Characters with Interactive Role-playing Capabilities that Understand Social interaction) project aims to develop an anti-bullying software, FearNot!, and evaluate its effectiveness in the classroom. This paper presents findings from two evaluations conducted during the 2006 National I-Power-I Anti-bullying Conference for(More)
This paper investigates how graphically displayed intelligent virtual actors, mobile devices and innovative interaction modalities can support and enhance educational role-play as well as deepen the sense of engagement and presence in participants to produce more successful learning. The discussion will be presented using a showcase from the eCIRCUS(More)
Bullying is widespread in European schools, despite multiple intervention strategies having been proposed over the years. The present study investigates the effects of a novel virtual learning strategy (" FearNot! ") to tackle bullying in both UK and German samples. The approach is intended primarily for victims to increase their coping skills and further(More)
BACKGROUND There is still relatively little research on the social context within which bullying develops and remains stable. AIM This study examined the short-term stability of bullying victimization among primary school students in the United Kingdom and Germany (mean age, 8.9 years) and the individual and social network factors that contributed to(More)
Role-play can be a powerful educational tool, especially when dealing with social or ethical issues. However while other types of education activity have been routinely technology-enhanced for some time, the specific problems of supporting educational role-play with technology have only begun to be tackled recently. Within the eCIRCUS project we have(More)
Background and purpose: Many holistic anti-bullying interventions have been attempted, with mixed success, while little work has been done to promote a 'self-help' approach to victimization. The rise of the ICT curriculum and computer support in schools now allows for approaches which benefit from technology to be implemented. This study evaluates the cross(More)
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