게임 기획 및 디자인
Received: Mar. 11. 2020 Revised: Apr. 06. 2020 Accepted: Apr. 13. 2020
Corresponding Author: Hyung-Sup Yoon (Jilin Animation Institute) E-mail: [email protected]
ISSN: 1598-4540 / eISSN: 2287-8211
Ⓒ The Korea Game Society. All rights reserved. This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.otg/licenses/by-nc/3.0), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
사이버불링 예방 기능성 게임
“해피 클래스” 개발사례 연구※
윤형섭
길림애니메이션대학교 게임대학 [email protected]
A Case Study on the Development of a Serious Game
“Happy Class” for Preventing Cyber Bullying
Hyung-Sup Yoon
School of Game, Jilin Animation Institute, China
요 약
최근 사이버 불링 현상은 계속 증가하고 있고 학교 폭력이나 사이버 범죄까지 야기하는 심 각한 사회적 문제가 되고 있다. 우리는 컴퓨터 게임에 익숙한 청소년층에게 적합한 기능성 게 임 방식의 교육 프로그램을 개발하였다. 시범 교육 결과, 교육적 효과가 높은 것으로 나타났다.
이 연구를 통해 다음과 같은 것을 확인하였다. 첫째, 사이버 불링 예방 교육에는 청소년들이 선 호하는 기능성 게임이 적합한 교육 매체라는 것이다. 둘째, 교육내용의 적절성은 피교육자에 의 해 실험 되고 검증되어야 한다. 이 연구는 사이버 불릴 예방 교육에 직접적인 도움을 줄 것이 며, 게임 기반 교육 프로그램 개발에도 좋은 지침이 될 것이다.
ABSTRACT
Cyber bullying is increasing these days and becoming a serious social problem that gives rise to issues such as school violence and cyber crimes. We had developed a serious game-based education program for teenagers who are familiar with computer games. After pilot test the educational effect was also found to be high. I have found the followings in this case study. Serious game is effective media for cyber bullying prevention education. Second, cooperation between content experts and game development experts is essential to develop educational games.
Keywords : Serious Game(기능성 게임), Cyber Bullying(사이버 불링), Educational
Game(교육용 게임), Game Design(게임 디자인), Case Study(사례 연구)
1. Introduction
As the number of teenagers who use the Internet and smart phones is dramatically increasing these days, cyber bullying is also increasing and becoming a serious social problem that gives rise to issues such as school violence and cyber crimes. Teenage victims of cyber bullying suffer from depression, suicidal ideation, learning disability, etc. Against this backdrop, the demand for cyber bullying prevention education through media familiar to the teenagers is rising.
Unlike the traditional concept of school violence, cyber bullying refers to the psychological bullying of victims through various media including websites, chat rooms, blogs, smart phones, and so on[1,2,3]. Willard (2007) defined it as "the act of sending threatening messages via email or text message despite the victim's intention of refusal, or the act of harassing someone emotionally or psychologically by using various digital media"[4]. Cyber bullying has the characteristics of being easily communicated, usually occurring outside school, and controlling the victim every single hour of the day. Moreover, the victim is repeatedly harassed in diverse ways and the perpetrators of cyber bullying feel confident as it is guaranteed that they remain anonymous. In Korea, there are many cases of cyber bullying using Kakao Talk Messenger, a representative messenger application in the country. There is even a newly-coined term, "Kakao Bullying"
(bullying using Kakao Talk), prevalent in Korea. The types of Kakao Bullying include collective slandering of the victim, disclosure
of humiliating photos, ignoring the victim after inviting the victim to a group chat, inviting the victim to a group chat and making a
"Kakao Talk prison," etc[5]. Recently in Korea, there was even a case where a girl committed suicide after experiencing cyber bullying via Kakao Talk[6].
In Korea, there has been a dramatic increase in the number of cases of cyber school violence such as "Kakao Bullying" among middle school students. According to the data released by the Ministry of Education, the figure has spiked by 1.6 times in the last 3 years[7]. Moreover, according to a survey conducted by the National Information Society Agency 20% or more of teenagers replied that they have experienced cyber bullying. In this regard, Korean society has reached a consensus that it is imperative that teenagers become aware of the risk of cyber bullying and that special education is required to prevent it[8].
Lawrence Lessig has presented legal and educational responses to cyber bullring, as well as responses by code(technology) stressed that it could be more effective to deal with problems created by the new technology using the new technology. In addition, a study in Korea suggested that this effect will be available in the way students are familiar with and experience interactive media such as games[9].
To meet such social demands, the National
Information Society Agency (NIA) decided to
create an interactive educational game to deter
and prevent cyber bullying among teenagers
using game formats that teenagers are familiar
with. The theme of the game was that players
could learn the importance of the role of bystanders and learn action protocols in cyber bullying situations. With some of cyber bullying experts, we studied the phenomenon of this problem, the causes and methods of coping with it, and domestic and international cases and reviewed various countermeasures.
It is a heavy subject to describe as a game, but it was judged that it would have enough educational effect to approach students in a familiar and interesting way, finally we made up this game.
The research procedure can be summarized as below:
1) Collection of information including research papers, reports, school violence cases, etc. at home and abroad and studying and analyzing prior research;
2) Interviewing counseling experts for school violence, collecting school violence cases, and analyzing the causes of school violence (with some external experts);
3) Planning an educational game (scenario, game format, user interface, core play process);
4) Integrating the graphic resources of the game, the game sound data, etc.;
5) Play test; and
6) Correcting bugs and problems found at the play test and completion.
Instead of effective early response to cyber bullying situation, it decided to focus on awareness and action protocols for bystanders rather than perpetrators or victims. Cyber bullying can be understood as the issue for only perpetrators and victims while it is most critical for bystander or the third party to
intervene in preventing it to be developed into serious school violence case. In Korea, 40.9%
of those who witnessed cyber bullying 'comforted the victims' while 38.4% did nothing. The main reason they did nothing was 'it didn't matter much(30.3%), 'did not know what to do' (23.7%). Perpetrators of cyber bullying mostly hurt 'those whom they did not actually know(51.8%), and followed by 'acquaintances'(39.9%), 'seniors or juniors in same school'(29.5%), 'famous people like celebrities or athletes'(9.3%). Cyber bullying was carried out through 'online games’(48.5%), 'chatting or messenger'(39.7%), 'SNS'(29.7%), 'e-mail, text messages'(7.6%), and 'community'(5.2%) services[10].
In Finland, KiVa Koulu[11] program(Kiva
Koulu program in Finland is an internationally
approved curriculum which was developed by
Finland Ministry of Education and research
team at Turk University to prevent group
bullying. KiVa refers to 'stand against
bullying' in Finnish, while Koulu means
'school'. That is, it means 'a school standing
against bullying'), a role-model for education
of prevention of school violence) is designed to
encourage active intervention from the third
party in preventing school violence. Since
cyber bullying has been accelerated by
'passive defense' of victims and 'careless
ignorance' of witnesses, it had to be designed
as game-based cyber bullying simulation
which enables participants to empathize with
victims and perpetrators, to realize what was
wrong as bystanders and understand the
significance of appropriate reaction and
intervention so that they would carry out
proper reactions. Therefore, it was decided to
develop cyber bullying role-play game in which users can experience roles of victims, perpetrators, and bystanders virtually in cyber bullying situation. Each role of victim, perpetrator and bystander was researched and the game was designed for students to experience preferable chatting program according to each scenario to learn appropriate reactions. This will be an excellent tool for students to learn how to effectively respond to more complicated cyber bullying methods, and how to carry out actual actions.
2. Concept design of "Happy Class" and analysis of previous
research
2.1 Concept design of "Happy Class"
"Happy Class" is a kind of role-playing simulation game in which students to experience the role of bystanders through chatting in pre-made cyber bullying situations.
Through this program, students could understand seriousness of cyber bullying damages, and the importance of role of bystanders in such situation while learning how to prevent further violence by taking which proper actions. Main target group was set to be 1st graders of middle school since they are most likely to be exposed to cyber bullying situation for the first time. The game is designed for students to choose their characters, learn each type of cyber bullying situation (ignorance type, extortion type, slandering type) through cartoon and to carry out each role accordingly to given scenarios.
Since most students do not have enough understanding on bystanders, it was very crucial task for them to understand their roles when choosing characters. Students will be evaluated upon their role-playing performances in virtual situations while feedback on possibility for each group's - group of 3 or 4 - cyber bullying likelihood will be provided.
For this evaluation part, comments from professional school violence counsellors was extremely helpful. On one hand, since it is very difficult to expect what kind of dialogue will be made among users within "Happy Class", it was necessary to clearly present the goal of program, explain given roles, and changes in bystander's attitude and appropriate intervention of bystanders would stop making cyber bullying worse for sure[12,13].
Furthermore, enough explanation and motivation were needed for students to understand how they would carry out each role. In order to achieve such educational purposes, tutorial was needed to provide detailed description for use, and different types of cyber bullying were demonstrated in cartoon format when suggesting background scenario, enabling students to enjoy the program itself.
The title for simulation game was confirmed as "Happy Class" to emphasize that awareness of importance of bystander role would create
"Happy Class".
2.2 Analysis of previous researches
Research methods and procedure used in cyber bullying were different from those used in other topics. First of all, there was no similar previous researches or development cases. Therefore, in order to set the direction of development, numerous idea meetings were necessary. While "Angry Daddy[14] (a kind of quiz game for preventing cyber bullying, you can watch at YouTube)"[15] was to teach effective early reaction for cyber bullying case,
"Happy Class" was to learn the importance of bystander role through experience in virtual situation. The most critical element of bystander simulation game is system design.
Since the game was carried out online, server-client format system was established.
Also, teacher's control tool and student's program both had to be developed for instructors to implement education smoothly.
Particularly, for effective instruction management, Teacher's program was designed for instructors to control the implementation by selecting number of scenarios in given time. Instructors can use manager's tool to flexibly manage instruction time from 30 minutes to 90 minutes. Students' program was designed for students to experience various roles of perpetrators, victims and bystanders in cyber bullying situation. For teachers, monitoring for the whole chatting was added so that they could supervise student's chatting - not to be directed to completely different subject. However, it was clearly stated in Teacher's Manual that instructors should intervene as little as possible. Development took about 8 months and until it was stabilized after being tested several times,
revision was carried out.
3. Design of core educational content for each stage
"Happy Class" is designed to recognize the seriousness of cyber bullying situation and to learn the responsibilities of bystander in that situation while virtually experiencing the cyber bullying through chatting. Therefore, scenarios needed to be developed on most frequent cyber bullying cases for students to empathize each story naturally. Accordingly, most frequent cyber bullying cases in Korea were researched and analyzed while receiving advice from youth counsellors who are equipped with seasoned experiences in the field. The resulting analysis was handed to Professor Lee at Catholic University in Korea, storytelling expert, to develop interactive scenario, which was applied in developing "Happy Class".
"Happy Class" is designed for users to experience various results according to different scenarios so that they could realize what would be the most effective intervention and reaction as bystanders. Considering various details as mentioned above, main concepts are defined as following.
[Table 1] Overview of "Happy Class" game
Title Happy Class
genre Cyber bullying Simulator Applied Program
concept Simulating role of bystander for cyber bullying case
goals
By virtually experiencing the role of bystander who can lead changes in cyber
bullying situation, participants can
empathize with victims and perpetrators,
"Happy Class" game can be described as following. Adolescents are familiar with chatting format but in order to increase fun and educational effect in terms of content and style of education, characteristics are defined and implemented as below.
1) Providing video tutorial: It is difficult to approach education method using new media.
Therefore, by providing videos for each stage, it helped participants to easily understand the process.
2) Providing cyber bullying situation in cartoon style: Suggesting imaginary cyber bullying situation in cartoon format which middle school students are familiar with helped them engage in cyber bullying scenario faster and more naturally.
3) Applying 3-4 people chatting format:
Using the most famous method for cyber
bullying, chatting messenger type, it induced role play for bystander's role.
4) Interactive Scenario: Using interactive storytelling method which changes results depending on chatting environment, students find it difficult to predict the result easily.
This is unique characteristics of this game, which makes it even more fun.
5) Flexible program time: Instructor can manage program time depending on circumstances by choosing 2 to 5 given scenarios. Usually, it takes 45 minutes for one period in 1st graders of middle school.
Therefore, it is set to complete program within one ~ two period. Usually, when two scenarios are completed, it takes 30 minutes so instructor's introduction to the program, video playtime and closing education are designed to fit school timetable.
6) Teacher's supervision: Instructor can monitor "Happy Class" by using teacher's program where curriculum is set and managed.
7) Feedback on Results: By delivering not only individual role-play results but also group results, students learn the lesson that bystander's role is highly important.
Meaningful video is played for closure.
8) Adding fun factors for interesting education: Through cartoon, video, chatting, character choice, team competition which adolescents prefer, it enables fun approach to educational content.
3.1 Why orientation is needed
Instructors explain the purpose of "Happy Class" as well as definition of cyber bullying and types of bystanders to students before starting the education program using realize importance of appropriate
intervention from bystander, which eventually leads them to become
defenders.
target group
- Main target group: 1st graders of middle school
- Sub-target group: 5th and 6th graders of elementary school and 2nd and 3rd
graders of middle school plat-
form
PC & Android/ Development tool: Unity Engine 5.0
graphic 2D, cartoon
play- time
30 ~ 120 minutes (Teacher controls 2 to 5 episodes)
super -visor
Homeroom teacher supervises "Happy Class" program
watch -ing video
Instructor is to provide specific action plans by playing a video which emphasizes the importance of bystander
role at the final stage of program.
simulation. Types of bystanders are described as following in Teacher's Manual.
[Table 2] Reaction Pattern for each bystander type
This content is demonstrated in gameplay so that students can easily understand.
3.2 Gameplay flow chart
You can understand the whole flow of
"Happy Class" game at YouTube[16].
1) Log-in: Users(students) put server IP which is already set by instructors, their own ID(nickname for chat) and sex. For anonymity, nicknames are given; if their identities were revealed, they would not be able to play their role well.
2) Gender Selection: players must choose 소 their gender for anlysis.
3) Waiting Room: Practice is suggested until three to four members would finish logging in.
Instructor can begin the education by pressing Start button once all the members successfully logged in.
4) Character selection: The player chooses
the character he/she will play a role. The role of the bystander must be performed at least once.
5) Pick selecting priority to character choice:
Students need to pick who will select characters first. Based on the test results analysis, most students are likely to choose perpetrators rather than victims so those who pick the 'priority' card first choose characters while the rest are to choose remaining characters in order.
However, since the game is designed for every student to take a role of bystanders at least once, they will be 'forced' to set bystander. When selecting characters, each characteristic for each role for bystander (assistant, reinforcer, outsider and defender) so that students would make a thoughtful and meaningful choice. Male students can pick male characters while female students would pick female characters.
6) Scenario Introduction: Each cyber bullying situation will be presented in cartoon style.
Cartoon, which is familiar to students, stimulates student's curiosity while helping them to understand the case better, which assist in better role-playing in chatting environment. Scenario is developed using interactive storytelling method.
7) Role-play using chosen characters (Acting out in cyber bullying situations by chatting): Students act out given roles freely in chatting within the group according to the characteristics for each chosen character.
In this process, students are to experience all four types of bystanders - assistants, reinforcers, outsiders and defenders.
Perpetrators and victims will suggest the early Reinforcer
Encourages the bullying by saying such word as "Show him what you got" watching the bullying scene, so reinforcer willingly visits
the scene.
Outsider
Tries to ignore the bullying reality while joining neither party. to fear of being bullied as well, outsider
leaves the bullying scene.
Defender
Tries various ways to stop bullying. the victim student or encourages the victim to report to
teachers.
situation of the chatting - this will be played by computer according to embedded scenario.
Each scenario will be carried out in Three Act structure. Here, single Act refers to “the process of role-playing chatting after reading cartoon” so students would carry out three different roles in one scenario. That is, in one scenario, every student would act out different bystander roles three times in total.
3.3 Feedback on Play Results
8) Mutual evaluation on other characters' acting. The evaluation depends on the opponent's evaluation in this game.
9) Group chat room status: expressing the resulting atmosphere on scenario scenarios are set to change according to character's
evaluation. If the score on the perpetrators is high, the setting turns to dark classroom with spider web in it. If the score on bystanders or defenders is high, the setting turns to a
"Happy Class". The degree of brightness and darkness is set in 7 levels. If the team evaluation is not good, the message saying
"Try discussing what to do make your classroom happy and bright" appears.
10) Individual role-play result screen and group result screen demonstrates individual results on how well each member played given role. Individual role-play result screen appears three times in every scenario while group result would only once at the last moment.
Group result will be indicated in three different
colors just like traffic light; green if the result
[Fig. 1] Play Flow of game "Happy Class"
is safe, yellow if middle, red if dangerous.
Also, the sum of mutual evaluation among peers (how many starts one earned) would appear as each member's own score. Individual placement will be presented as Olympic winners, experiencing fulfillment and achievement.
11) Group result would be expressed as below. Sample below is an evaluation for the team who attained middle-level achievement.
Our group falls into the middle-range category (30~70%), indicating that attitude against violence and defender behavior was only at middle degree. Taking defensive actions with being sensitive to cyber bullying is positive way to prevent violence in beginning phase. When witnessing bullying, if people around the situation can change their attitudes from passive outsiders to proactive defenders, expansion of violence can be prevented. Your active engagement can make "Happy Class"
By suggesting such message, students receive a message the changes in bystander's attitude and behavior can assist hugely in prevention of school violence. The message on the right is as following box.
12) Playing final video clip: After all playtime is completed, students need to watch final video clip under teacher's guidance. Video clip suggested in this game is the one Ministry of Education in South Korea produced for education of prevention of school violence;
it is a 4-minute video titled "For my friend who needs my voice". The story is about 'A single person like me would not matter' leads
to become an outsider by demonstrating one psychology experiment. The video encourages students to reflect upon "would it be different if I helped", "Why could not we be brave enough?" "What would have happened if we could gather up together to act?", rather than staying as outsiders. It shows that our little courage and actions can prevent violence in our classroom as butterfly effect. The video delivers the message that school violence can be solved not by teachers nor parents but little courage of outsiders. Instructors can emphasize that it takes just small courage and effort from bystanders to prevent serious school violence while showing this video and reflecting on the role-playing game students just played. You can watch this video clip on YouTube as well[17].
4. Analysis of educational effectiveness of the game
4.1 FGI and play test
After we completed internal test following development of Happy Class, FGI(Focus Group Interview) was conducted for three hours on 4 students in target group (2 male and 2 female students from 6th and 7th graders). First, since they are not familiar with game-based program, blind test was carried out right after simply explaining the purpose of the game.
Fortunately, all participating students
responded that game was relatively easy to
understand and it was easy to follow along
while playing the game, which was different
from our worries. Also, they described that it
was fun and they could play it reflecting upon previous school violence cases even though the program was an instructional guided by teachers. Students were asked to answer following questions. 1) Was User Interface uncomfortable at all? 2) Could you understand meaning and role of bystanders through this game? 3) Was information provided enough on how to play this game? 4) Do you think it's possible to prevent cyber bullying case or school violence in school through this game?
5) How do you feel about playing this game?
Students all gave positive responses on these questions. The answers are as following. 1) User Interface for this game was not uncomfortable. 2) The game provided an opportunity to understand meaning and role for bystander which used to be unclear, and some students answered that they would act bravely if they were to be in such situation. Such responses demonstrate that their attitude on solving school violence changed through playing this game. 3) It, in some part, was difficult to understand how to play this game but it was not a huge concern, they answered.
However, some concerns including information provision, button location, waiting time from teacher's instruction are to be fixed later. 4) Compared to that current school violence education felt so heavy and serious mentally, it was fun to do since the program was game-based chatting format; they would enjoy such program. 5) Students responded that education of school violence should be instructed by teachers rather than parents while they would like to play it at home as well.
4.2 Analysis of survey results
We could find a middle fitting for our purpose by suggestion from professional youth counselor who gave us advice; at Suyu Middle school in Seoul, we carried out play test and surveyed after the play. Students loved using computer itself in class. They found it quite interesting that computer game would be able to prevent school violence; they showed favorable reaction during the test. Teachers were also curious and serious in participation.
Time management, troubles during program and expressions during the play were recorded in video. After video analysis, students participated very seriously, and seemed very happy during the program.
Survey questions were categorized into five groups to be researched and analyzed. 1)Basic information of user (sex, previous experience in cyber bullying, group issue) 2) Effect/efficiency of educational game (4 questions) 3) Game Play (3 questions) 4) Expressions in game contents(slang usage, cartoon expression) 5) Education environment(location, instructor, effective method).
Survey was done among 1st graders of Suyu Middle School in Seoul on November 18th, 2015. 27 students participated in the test;
20 males and 7 females. Survey results are as following.
For experiences in actual cyber bullying or
witnessing any (slandering, cursing, or outcast,
etc.), 20 students (74.1%) said yes while 7
none (25.9%). This indicates even more
students experienced or witnessed cyber
bullying situation than Ministry of Education
survey suggests. This result - experience in
cyber bullying or witnessing one - provides
extremely critical indicator, demonstrating how
urgent it is needed to introduce education program for preventing cyber bullying. Every question was answered in 5 Likert Scale.
[Fig. 2] FGI and Field Playtest of "Happy Class"
Average score for 4 effects/efficiencies on educational game was demonstrated to be 1) learning how to respond = 4.3, 2) confidence = 4.41, 3) comparison to other means = 4.70, and 4) willingness to recommend = 4.56. Overall, educational effect as well as confidence to react well against school violence proved to be high. Particularly, compared to other educational approaches such as video, textbook, and seminars from experts, it earned high score to be 4.70, demonstrating that Happy Class is much more fun that other educational programs. Also, students were willing to recommend this to others, showing that this could be used as effective educational program in school.
[Fig. 3] Effectiveness of “Happy Class”
Average score for understanding and convenience of game play was demonstrated to be 5) how it was carried out = 4.74, 6) User Interface = 4.63, 7) playtime = 4.07. Overall, it was evaluated to be considerably high score;
despite it was new educational approach, the process and User Interface recorded extremely high, above 4.5. This shows that Usability design within the program was successfully designed, helping users to understand them intuitively and to participate easily, and playtime was also evaluated to be appropriate.
[Fig. 4] “Gameplay of Happy class”
For preferences on how to express slang, they responded 'expressed as it is'(37%), 'replaced with other words'(22.2%), 'replaced with first letter' (25.9%) and 'not using slang at all'(14.8%) in order. Considering that students preferred to express slang as they are or using first letters which enable to catch what the words are about, it shows that students prefer realistic expressions to describe cyber bullying situation even better. However, through consults with experts and actual teachers, slang are not expressed directly since this is a program used in school environment;
finally, proper edition was made in expressing
slang.
When free chatting environment was given, students often 'curse' not to insult others but just for fun so 'automated cursing processing function' was added after the test; the function changes the curse automatically to fine language. For example, if students type in 'Son of bitch', or 'Badass', it automatically appears as "dear", or "sir".
For best place to play for this educational game, students responded 1) school (70.4%), 2) home (0%), 3) online (18.5%) and 4) counselling rooms (11.1%). Most students answered that this should be done in schools, indicating that it was most appropriate to carry out this education under guidance and supervision of instructors.
[Fig. 5] Best Place to play
For target group age, 1) Elementary (1~3) 18.5%, 2) Elementary (4~6) 7.4%, 3) Middle school 70.4%, and 4) High school 3.7%, demonstrating that it corresponds perfectly with our target group. Also, the average score for the question if cyber bullying situation was well presented in cartoon was shown to be 4.44, indicating that it was extremely effective to use cartoon format.
[Fig. 6] Best Target Audience
Moreover, for the most effective educational approach, students answered 1) educational game 92.6%, 2) video 0%, 3) seminar from experts 7.4% and 4) textbooks 0%. Such survey result indicates that among various cyber bullying programs, game-based education is receiving overwhelming support.
[Fig. 7] Best Methodology for Education
5. Making of Manual for Teachers
Unfortunately, most counseling teachers in
Korea are not fluent in knowledge of
computers and games. Therefore, we created
teacher's manual explaining on procedures and
process with detailed description so that
teachers can easily use them. Contents are as
following. Chapter 1 discusses the purpose and characteristics of Happy Class, general flow, introduction on characters students will play, and checklist before education program.
Chapter 2 demonstrates how to download and install applied software "Happy Class" for students and teachers. Chapter 3 provides explanation on tutorial, log-in screen, waiting room, cartoon watching, pick priority for selecting characters, character choice, bystander role-play game, evaluation on other characters' acting and individual/group evaluation results. Finally, it describes how to play video titled "For a friend who needs your voice" and wrap up the program effectively.
Also, as an appendix, manual on how to respond various problems and scenarios used for Happy Class with specific information.
Such content is written as 44-page booklet, easily usable as pdf file format.
[Fig. 8] Procedure Instruction in Teacher's Manual
6. Conclusion
Even though school violence and cyber bullying had developed into social issue globally, it was a difficult but valuable
challenge to create education program using game-based learning method. Especially, breaking through previous perspective to focus on victims and perpetrators only, this game was developed by hoping that bystanders can be solution to solve school violence issue;
through changes in bystander's attitude and behaviors, school violence and cyber bullying can be prevented or no more expanded.
This education program could be created with the support of the NIA(National Infromation Agency). Fortunately I could present a case study on the development of serious games for preventing cyber bullying at ICP(International Congress of Psychology) 2016 in Yokohama, Japan[18]. Some scholars from different countries suggested various opinions and asked numerous questions on development process as well as its effectiveness. To summarize their opinions, only few game-based learning programs were created despite numerous researches and suggestions implying necessity to develop game-based educational programs in many countries including U.S.A, Japan, China and England.
Moreover, some scholars wanted to actively introduce this program if its effectiveness was proven.
As a result of this research, the following conclusions have been drawn. First, it was confirmed that educating students on sensitive topics like cyber bullying is very effective when educational games that make them feel and experience the outcomes of bullying are utilized. Second, cooperation between content experts and game development experts is essential to develop an educational game.
Third, it should be verified whether the
contents and the format of the game are appropriate by analyzing the play test results of the target audience. Fourth, it is essential to prepare a manual to guide teachers to apply the game to the field. This research will directly help in education for preventing cyber bullying and it also be a good guideline to developing serious games. Fifth, digital kids generation prefer game-based education program to other educational methods because they are familiar with computer games.
This research has limitations as follows, the design of the game and the effectiveness of its educational aspect should have been verified with more play tests in the field. Any shortcomings will be corrected following future play tests and feedback.
REFERENCES
