Effects of Board Game with Different Debriefing Preferences on Cyberbullying Prevention
Issued Date
2023-01-01
Resource Type
eISSN
21870594
Scopus ID
2-s2.0-85179919313
Journal Title
IAFOR Journal of Education
Volume
11
Issue
3
Start Page
207
End Page
234
Rights Holder(s)
SCOPUS
Bibliographic Citation
IAFOR Journal of Education Vol.11 No.3 (2023) , 207-234
Suggested Citation
Poompimol S., Panjaburee P., Yasri P., Buaraphan K. Effects of Board Game with Different Debriefing Preferences on Cyberbullying Prevention. IAFOR Journal of Education Vol.11 No.3 (2023) , 207-234. 234. doi:10.22492/ije.11.3.10 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/95526
Title
Effects of Board Game with Different Debriefing Preferences on Cyberbullying Prevention
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Author's Affiliation
Corresponding Author(s)
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Abstract
The collaborative board game was predicted to be a potential game-based learning environment to improve students’ knowledge of cyberbullying and prevent cyberbullying behaviors. The games with the debriefing method could enhance the quality of the learning environment for improving the cognitive domain. Scholars pointed out that the well-designed debriefing method has been less explored during cyberbullying-related game playing. This study examines students’ cyberbullying knowledge and affection and the effects of debriefing preferences on the game. This study used a repeated measure quasi-experimental research method to explore 124 primary school students with different preferences of debriefing methods focusing on multimedia and non-multimedia functions. The two-way repeated measures ANOVA test was conducted to compare the knowledge and affection between groups of debriefing preferences. The findings of this study reveal that the students have slightly improved knowledge and affection. The collaborative multimedia debriefing group students showed the highest knowledge progression among the four groups. Meanwhile, students in the individual scaffolded debriefing group showed the most development of empathy and intention to defend. Students also had positive debriefing experiences with their methods and perceived that the learning environment helped them to improve their cyberbullying knowledge and encouraged their upstanding behaviors.