Indiana University

I541 – Human Computer Interaction I Final Report
eBully – Computer Initiated and Mediated Interventions Team 4: Eric Cox, Steven Entezari, Andre Franklin

Team 4: I541 Final Report

Contents
I.

Problem Space and Requirements Gathering ................................................................ 2
A. Purpose ................................................................................................................................. 2 B. Goals ....................................................................................................................................... 3 C. Problem Space .................................................................................................................... 4 D. Target Audience ................................................................................................................. 5

II.

Design and Conceptualization ........................................................................................... 10
E. Conceptual Model ........................................................................................................... 10 F. Requirements................................................................................................................... 11 System Requirements........................................................................................................... 12 Functional Requirements ................................................................................................... 12 User Requirements ................................................................................................................ 13 G. Scenarios............................................................................................................................ 14 Prototype Design and Development .............................................................................. 15 Paper Prototype ...................................................................................................................... 15 Cognitive Walkthrough ........................................................................................................ 17 High Fidelity (Dynamic) Prototype................................................................................. 19

III.

Validation.................................................................................................................................. 19
H. Usability Study Findings .............................................................................................. 19 I. J.

Post-Task Questionnaire ............................................................................................. 20 Summary of Product Assessment ............................................................................ 20

K. Recommendations for Future Development ....................................................... 21 IV. V.

Works Cited .............................................................................................................................. 22 Appendix ................................................................................................................................... 23
L. A1. eBully Scenario-Based Task................................................................................ 23 M. A2. Scenario Task Results ........................................................................................... 24 N. A3. Survey.......................................................................................................................... 26

1|Page

Team 4: I541 Final Report

Problem Space and Requirements Gathering
Purpose
The purpose of eBully is to provide help to those who may be victims of cyberbullying on social media sites such as Facebook, Twitter, Myspace, and other online social networking sites. In an attempt to pair two people who otherwise would not have been connected (e-volunteer and cyberbullied victim), the site will generate a feed via social networking messages that have content the system deems as “bullying”. This feed is generated by APIs (Application Programming Interfaces) for the different social networking sites. The intervener can then send resources and support to the bullied victim by sending a message, specific to the victim’s situation. If the message displayed does not relate to bullying (“I hate you rain! I just want to run outside” as opposed to “I hate you John Smith!”), the e-volunteer has the opportunity to categorize the message and types of messages like those to be ignored by indicating it is ‘Not-Bullying’. The system will grow more intelligent as more volunteers mark messages according to their corresponding categories (Bullying/Not-Bullying). A secondary purpose eBully is to provide information and resources to people who want it. As communication is moved more and more towards the cyber domain, chances of bullying increase significantly, creating a higher desire to find out about it and how to eliminate it. Many episodes of cyber-bullying may not only occur on public sites (like Facebook walls and Twitter posts) but in private messages (like emails, text messages, or private messages within the social networking sites) as well. eBully will allow for victims to both enhance their autonomy of the situation by finding the 2|Page

Team 4: I541 Final Report resources themselves as well as contacting an eVolunteer; allowing the victim to initiate the communication.

Goals
eBully will allow the user the ability to successfully conduct an intervention with a potential cyberbullying victim as well as categorize potential bullying messages as either “bullying” or “not bullying”. This categorization will create a more intelligent system and thus, continuously improve in displaying relevant messages to the eVolunteer. The product should also give the user a feeling of service and contribution to a greater good.

Usability Effectiveness

Efficiency

Learnability

Safety

Utility

Description eBully should learn from the responses of the volunteers with regards to whether a message’s content is “bullying” or “not bullying”; then automatically pull relevant messages into the eVolunteer’s feed. Also, with regards to the volunteer, the system will provide a sense of social support to those who may not have received any with regards to the bullying comment made. The items presented by eBully are in real time and updated as the user loads the page. The eVolunteer is notified of any changes with every action taken. eBully will be intuitive in navigation and easily understandable by the semiotics displayed. While eVolunteers will be trained on the semantics of the site, eBully should be easily understood by a novice. The anonymity of the user as well as the bullied victim will not only contribute to psychological safety, but also a richer and more likely communication dialogue. There will be no chance of the bully finding out about the intervention. The design of eBully will be intuitive in its usage and function. Similarities will be drawn from well-known social networking sites.

3|Page

Team 4: I541 Final Report

Pleasure Physio

Socio

Psycho

Ideo

Description The use of eBully will not impose physical pain on the user. The product should also provide an aesthetically pleasing interface for the user. eBully will connect two people who otherwise would not have been connected. One is the volunteer and one is a potential cyberbullied victim. The workload imposed by eBully should not create an unwanted burden on the user. The cognitive processes should be intuitive enough to not impose additional taxing requirements on the user. As stated before, the site will provide interface functionalities well known to other social networking sites; enhancing recognition as opposed to recall of functions. eBully will give the user a sense of service to their community and the feeling and joys that are normally associated with volunteering outside of the electronic domain.

Problem Space
With the increase in email, sms, and social media usage, much attention has been directed towards cyber-bullying and its effects. Victims of cyberbullying have been shown to be twice as likely to attempt suicide when compared to those who had not experienced cyberbullying (Hinduja & Patchin, 2010). The need for eBully is focused around connecting two people who, otherwise, may never have been connected; the cyberbullying volunteer and a victim of cyberbullying. eVoluteers sign up to intervene with members of the social-media public who show signs, through message content, of being cyberbullied. Messages are pulled into a comprehensive feed and displayed to the volunteer. From here, the volunteer initiates a potential dialogue with the user and sends some initial resourceful information on bullying.

4|Page

Team 4: I541 Final Report This dialogue can be seen as initiated by the intervener (eVoluteer) based on action. However, this action is sparked by the notice of a bullying message on the system. The dialogue that could possibly ensue is transferred via the social networking messaging system (Facebook or Twitter). The intervener will send a message to the bully victim, on which, a link will be presented to allow the user to return dialogue. This link will direct the user to a page allowing them to type a response back to the original intervener. This is done to ensure we record what messages are going in and out of the system. If the victim feels discomfort with responding to the eVolunteer, the resources included in the initial contact should be of enough saliency and relevance to allow the victim to potentially get help. A secondary purpose of our site is to provide information and resources to our target audience. Research, references to external resources and opportunities to become volunteers are provided to the target audience. An initial search of the field resulted in no findings of a product that currently utilizes data mining techniques from sites such as Facebook or Twitter to identify and help those who may be at risk of cyberbullying by their peers.

Target Audience
We used multiple outlets to elicit responses for our questionnaire from direct interviews to online surveys. Below you will find the response from our questionnaires based on our participants. During our research period we elicited twenty-nine

responses from participants ranging in age, sex, and bullying experience.

5|Page

Team 4: I541 Final Report Of our twenty-nine participants, eleven were in the range of eighteen to twenty-four. This is the prime user age for social media sites like Facebook and Twitter. Our second largest age range was the twenty-five to twenty-nine
Figure 1 - Age of Survey Participants

with eight participants. This age group would have been in college when sites like Facebook were being developed and released for the first time. Five of our participants were between the ages of forty and forty-nine. Four were between thirty and thirty-nine while only one was between thirteen and seventeen. While our survey did accurately poll the major users of social media sites, the focus of eBully and cyberbullying in general tends to be on the younger age range. This survey could be enhanced by targeting the thirteen to seventeen age range more. Of the twenty-nine participants, a majority, at twenty-two, were female, while seven were male. Because the survey itself was self-selective, the
Figure 2 - Gender of Survey Participants

participants chose to take part in it voluntarily and based upon any criteria they may deem fitting. The survey was presented as an opportunity to provide insight and assistance to researchers developing a cyber-bullying resource for social networking sites. From these findings, we can note that a majority of the people interested in the goals of the survey (providing assistance to stop cyber-bullying) were females. The implications of this may be that women feel more of a need (at least the ones who were 6|Page

Team 4: I541 Final Report introduced to the opportunity for this survey) to help bullied victims. This assumption is based upon responses given to the survey. Whether this is actually the case or not can be the subject for other research. However, in this study, it is to be noted the threequarters response by women. A majority of the survey respondents were full time employees and students. It is

Figure 3 - Occupational Status of Survey Participants

important to note that bullying can occur in many different domains. While bullying can

occur at the workplace (Einarsen, 1999), or at home by siblings, the focus here is on the eradication of bullying effects on people, following them from school and work into the home. Due to the nature of the cyber-domain, bullying that was once prevalent during the eight to three or nine to five school/work day, now follows students and coworkers home. One of the goals of this application is to identify individuals who do not have a strong social support system to assist them with their bullying. Our research indicated that almost three-quarters (twenty
Figure 4 - Marital Status of Survey Participants

out of twenty-nine) of our respondents were single. Seven were married and one was divorced.

7|Page

Team 4: I541 Final Report

Siblings
Responses 30 20 10 0 0 1 2 3 4 5 Older Siblings Younger Siblings

Research has shown that there is a direct correlation with bullying at home and bullying at school (Espelage & Swearer, 2003). Sibling bulling tends to manifest into

Number of Siblings (Older/Younger)

victimization in school and other related activities. Based on our survey, twenty participants had siblings younger than them and fifteen had siblings who were e older. While impossible to tell the number of participants who had both older and younger siblings, it is evident that, at the least, a majority of our participants had siblings while growing up. As you can see from the chart, the distribution between older and younger siblings is approximately equivalent. By definition, extroverts extract their energy from the outside. It has been shown that extroverts will provide more active and overt help to peers than introverts (Suda & Fouts, 1980). Suda and Fouts explain this phenomenon in the context of emergency situations with same-sex confederate peers. The bullying situation can be seen as a crisis needing active action and support. Our study found that 59% of our respondents were extroverted. We also found that 69% of our respondents said that they act in different manners towards different people. This indicates an acknowledgement of the ability to entail a sense of empathy towards a victim. 100% percent of our participants indicated that they could absolutely find themselves sympathizing with an individual who was 8|Page
Figure 5 - Introversion/Extroversion of Survey Participants

Team 4: I541 Final Report being bullied. With relation to this, all but one individual indicated that they typically stand up for what they believe in the face of adversity. When questioned about whether they themselves have ever bullied anyone, 48% responded yes. Twenty-eight out of the twenty-nine participants indicated that they have known someone who was bullied at some point in their lives. Parents are at the front lines of school bullying. They are the ones who hear, first hand from their children, the stories of the bullying experiences. Of our
Figure 6 - Victim/Bully Projection of Survey Participants

twenty-nine respondents, 69% were parents. When all participants were asked if, regardless of being a parent,

to project whether their child would be a bully or a victim, 76% indicated that their children would be a victim. This indicates to us that the role of the victim in modern society is viewed as the majority as opposed to the bully. More people think victims are more prevalent than bullies in everyday life. eBully is a service that will maintain communications along two mediums; the eBully site and the social media dependent messaging service. Because of this, the users must be proficient with social media. Based on our survey, 100% of our participants were familiar with Facebook, 38% were familiar with Twitter. 59% of our participants were familiar with MySpace while 10% cited familiarity with another site, not listed.
Figure 7 - Social Networking Familiarity of Survey Participants

9|Page

Team 4: I541 Final Report

Design and Conceptualization
Conceptual Model
The product revolves around the general idea of bringing two entities, which otherwise would likely not have interacted, into an interaction to solve a problem. The problem in this case is cyber-bullying and the two entities are the victim of the cyberbullying and the resources they may need to get help and rid cyber-bullying from their lives.

Product

e-Volunteer

Cyber Bullying Resource Service

Social Media

Victim of Cyber Bullying

In the illustration above, the e-Volunteer interacts with the Cyber Bullying Resource Service to identify victims of Cyber Bullying on social media sites such as Facebook or Twitter. Upon identification of a victim, the e-Volunteer is then given the option to a) deem the interaction between bully and bullied as a “non-bullying message” (essentially a false positive) or b) take action on the interaction by intervening with a meaningful message and directions to resources for the particular situation. This message is delivered to the victim in the form of a personal message to the social-media site. This message can only be seen by the victim. The e-Volunteer then 10 | P a g e

Team 4: I541 Final Report continues the process with another identified victim of cyber bullying. The system will may set a certain number of “cases” possible for the e-volunteer to open. After a designated time (for instance, a week) of inactivity on the thread, the case is “closed” and the user can take more cases. If or when the victim decides to address the message, they can either follow the links and passively act on the message from the e-volunteer or reply via a link in the message itself. This link navigates the user to a page within the system that contains a thread of their conversation with the e-volunteer who initiated the message. Volunteers themselves have the opportunity to communicate with other volunteers to discuss specific aspects of a session. If a volunteer has questions for the volunteer community with regards to a specific case, the volunteer can ask it on the “wall”. Once a volunteer responds to a question, others can ‘chime’ into the conversation if they have additional items to add. Victims who are not contacted by the system can also attain resources located on the Cyber Bullying Resource Service itself.

Requirements
Facebook operates as a social networking website. Users create accounts that allow them to authenticate and provide status updates, pictures, blogs, and personal information to be viewed by the general public or only by friends the user has granted access. Facebook and other social networking websites operate as social outlets for users to communicate with friends, declare their fanaticism for a specific celebrity, sports team, and various forms of entertainment or other groups that have accounts on the website. 11 | P a g e

Team 4: I541 Final Report

System Requirements 1. The system will access only the public information provided by users of social media websites i.e. Facebook, MySpace, and LinkedIn etc. 2. The system will read news feeds by using designated criteria utilizing the API for each social media site. 3. The system will manage a record of “anti-bullying” resources. 4. The system will store intervention template messages. 5. The system will intelligently analyze publically posted content and identify instances of cyber-bullying 6. The system will password protect the area e-Volunteers communicate with the victims 7. The system will store and deliver messages to and from the victim and evolunteer 8. The system will have a server capable of storing, sorting, and searching through a plethora of data Functional Requirements 1. The system will queue public messages that match the bullying criteria for further action by volunteers who monitor the queues. 2. The system will allow any template to be modified by volunteers to fit the needs of victims. 3. The system will allow volunteers to submit messages to the victims of bullying.

12 | P a g e

Team 4: I541 Final Report 4. The system will provide chat room opportunities for victims to communicate with interventionist or the volunteer. 5. The system will allow volunteers the opportunity to contact “Authorities” for any specific instance they deem appropriate. 6. The system will require volunteers to notify “Authorities” when bullying messages exceed a certain threshold and prevent certain instances of bullying to go un-reported to the “Authorities”. User Requirements 1. The victim will receive a message from the system containing information and links about “anti-bullying” strategies and support resources. 2. The victim will be provided an opportunity to speak with someone regarding their situation while they are logged into their current session. 3. The “Authorities” will receive a message from the system in instances where bullying has to be reported by law. 4. The e-Volunteer will be certified by training as a cyber-bullying interventionist 5. The e-Volunteer and victim must be able to read on a computer monitor 6. The e-Volunteer and victim must be comfortable with using a computer 7. The e-Volunteer and victim must have a history of working with email or at least understand the construct of asynchronous conversations. 8. The victims must have a Facebook or Twitter account in order to be identified

13 | P a g e

Team 4: I541 Final Report

Scenarios
The scenarios we selected for eBully encompass a wide range of areas in the site. One key component focused on is the interaction between the eVolunteer and the victim. The eVolunteer’s interaction is the main focus of our scenarios. The scenarios follow below:

1. You believe an email you received is considered cyber-bullying, but are not sure. Navigate to information that explains to you what cyber-bullying is? 2. You are a volunteer with the eBully, you see a message from Christian Harmon that you suspect to be bullying, investigate this message and save the conversation so you can review it at later time. 3. You are a volunteer with eBully, you have a message from someone you believe to be a bully, but you want to know if other volunteers have seen anything from this same person. Check the response you received from volunteers, and send your response to their question. 4. You are a volunteer with eBully, you see a message from Christian Harmon that you suspect to be bullying, investigate the victim's Facebook page for other messages from Christian Harmon and send the victim and intervention message. 5. You are a volunteer with eBully, you see a message from Christian Harmon that you suspect to be bullying, investigate the message further and determine Christian is not bullying the user and mark the message accordingly and return to the volunteer home page.

14 | P a g e

Team 4: I541 Final Report

Prototype Design and Development
Paper Prototype Our paper prototype was conducted using a Visio; A diagramming application designed by Microsoft. Our prototype drew attention to the main areas of eBully so we could get a visual grasp of the abstract elements early on in the session. Our paper prototype entailed many of the same functions as our final, high fidelity prototype. The main pages that were focused on were the Dashboard, the Intervention Review, and the actual Intervention page; all three of which are displayed below. The paper prototype was designed using sketches (which can be found in the appendix) that each of the investigators designed. We created these sketches without input from one another. We find that during the phase of development, it is important to visualize our thoughts, so that each of us can see the abstract ideas we have been discussing thus far. Upon completing the sketches, the investigators compare them to one another and pull the most salient aspects of each. Using these, we have designed the prototype you see below.

15 | P a g e
Figure 8 - Paper Prototype Dashboard View (Main Page)

Team 4: I541 Final Report

Figure 9 - Paper Prototype Intervention Review Page

Figure 10 - Paper Prototype Intervention Message Page

16 | P a g e

Team 4: I541 Final Report

Cognitive Walkthrough Our cognitive walkthrough identified issues and points of interest within a scenario that stepped through multiple aspects of our site. Scenario at Hand: Elementary school age child in fear Taylor is a 10-year old child living in Orange Park, FL. He’s always been a somewhat shy person, but even more so now that his parents split up about a year ago. He’s your average income child going to an average school. He doesn’t have a lot of friends and the kids he hangs out with aren’t part of any cliques. Taylor is somewhat used to the teasing, bumping into, and knocking books out of his hand that goes on in the hallways; usually

stemming from the jocks that play on the school football or basketball teams.

Task #1: Find the bullying thread in the queue for Taylor’s Facebook account. Look into the history of the comments by reviewing the

conversation in the threads. Send a message to Taylor’s account. Get a response from Taylor. Contact Taylor’s parent(s) to inform them of the bullying. Close the thread.

Results: Q: Will the user be able to view threads of possible bullying cases? A: Yes, I can scroll through threads of all types and from multiple sites. 17 | P a g e

Team 4: I541 Final Report

Q: Will the user be able to select a specific thread to view more detailed info? A: Yes, the thread can be selected and chosen to review at the bottom of the main page.

Q: Will the user be able to send a message to the subject being bullied if it is deemed to be bullying? A: Yes, there is an option to Intervene and send a message to the subject being bullied.

Q: Will the bullied subject be able to respond to the user’s message? A: Yes, the subject can respond based on the info he/she is provided from the eVolunteer. However, unable to determine how the message is handled by the system. The paper sketches do not portray that screen.

Q: Will the user be able to escalate the thread and contact a parent or authority? A: This is not addressed in the paper prototype.

18 | P a g e

Team 4: I541 Final Report Findings and Recommendations: Incorporate ability to escalate an intervention to contact authorities/parents. Complete the interface for contacting eBully directly. Make reviewing more detailed information about threads more obvious. High Fidelity (Dynamic) Prototype Our High Fidelity Prototype was designed using Photoshop and a screen mapping software to generate links. The main areas of the pages were derived from our low fidelity prototype and branched into the main areas of use by the user. While every page has not been designed, as it would be for end use, the most salient and applicable aspects to the scenarios, have been. All of the scenarios listed in a section previous to this, can be completed successfully with the portions of the dynamic prototype that has been completed. We focused on designing something that is aesthetically pleasing and psychologically understandable, learnable, and non-cognitively tolling. http://134.68.138.37/i543

Validation
Usability Study Findings Task 1: Completed by: 3.5 testers Avg. steps: 1.5 Avg. Time in Secs: 32 Task 2 Completed by: 5 Testers Avg. steps: 3 Avg. Time in Secs: 64 19 | P a g e

Team 4: I541 Final Report Task 3: Completed by: 5 testers Avg. steps: 3 Avg. Time in Secs: 48 Task 5: Completed by: 5 testers Avg. steps: 3 Avg. Time in Secs: 32 Task 4: Completed by: 5 Testers Avg. steps: 2 Avg. Time in Secs: 28

Post-Task Questionnaire
(See scenario questionnaire and results in Appendix)

Summary of Product Assessment
Based on overall user feedback our site was rated as 2.3 or easy to use. While we were pleased with these ratings the overall user experience did point to the following problem areas with our application (see also Figure 11): A major source of usability problems came from the Intervention scenarios The home page and dashboard areas were a close second in usability issues most dealing with labeling The overall system suffered from limited feedback throughout the experience diminishing user confidence in successful completion of task.

User Experience Issues 5 4 3 2 1 0

Major Medium Minor

Figure 11 - User Experience Issues

20 | P a g e

Team 4: I541 Final Report

Recommendations for Future Development
A. Provide feedback to the user more consistently throughout the experience. B. Consider a consistent theme throughout the application and construct a metaphor around this theme to be used for labeling and navigation. C. Revise the intervention template messages to include more personal writing style that will resonate with the victim. D. Consider an escalation scheme for issues beyond the volunteer’s abilities or training.

21 | P a g e

Team 4: I541 Final Report

Works Cited
Einarsen, S. (1999). The nature and causes of bullying at work. International Journal of Manpower , 20 (1/2), 16-27. Espelage, D. L., & Swearer, S. M. (2003). Research on School Bullying and Victimization: What Have We Learned and Where Do We Go from Here? School Psychology Review , 32 (3), 365-383. Hinduja, S., & Patchin, J. W. (2010). Bullying, Cyberbullying, and Suicide. Archives of Suicide Research , 206-211. Suda, W., & Fouts, G. (1980). Effects of Peer Presence on Helping in Introverted and Extroverted Children. Child Development , 51 (4), 1272-1275.

22 | P a g e

Team 4: I541 Final Report

Appendix
A1. eBully Scenario-Based Task
1. You believe an email you received is considered cyber-bullying, but are not sure. Navigate to information that explains to you what cyber-bullying is? 2. You are a volunteer with the eBully, you see a message from Christian Harmon that you suspect to be bullying, investigate this message and save the conversation so you can review it at later time. 3. You are a volunteer with eBully, you have a message from someone you believe to be a bully, but you want to know if other volunteers have seen anything from this same person. Check the response you received from volunteers, and send your response to their question. 4. You are a volunteer with eBully, you see a message from Christian Harmon that you suspect to be bullying, investigate the victim's Facebook page for other messages from Christian Harmon and send the victim and intervention message. 5. You are a volunteer with eBully, you see a message from Christian Harmon that you suspect to be bullying, investigate the message further and determine Christian is not bullying the user and mark the message accordingly and return to the volunteer home page.

Task 1 P1 P2 P3 P4 P5 Avg

POST TASK SURVEY RESULTS Task 2 Task 3 Task 4 2 2 1 2 3 4 3 4 1 3 3 2 2 1 2 2 2 2 2 2 2 2.4 2.2 2.4

Task 5 2 4 3 2 2 2.6

(5 Point Likert Scale Results for each Task)

23 | P a g e

Team 4: I541 Final Report

A2. Scenario Task Results
Participant Task 1 2 Start 0 0 End 0:30 1:11 1 Elapsed 0.30 0.71 Complete 1 1 Steps 2 3 Comments

Review further chosen to try and understand the nature of the relationship. Looked to see what other messages where on the. “Intervene” - what does this mean. “Add to Watch”- what does this mean. I thought we were going to watch a tape. Try “Further Notice”, “Keep me posted”, “Keep a look-out”, “Keep an Eye-on”, “Keep and Eye-out”.
3 0 0:43 0.43 1 3

4 5

0 0

0:33 0:29

0.33 0.29

1 1

“I can’t click on their names” How would I send steve a message if I can’t click on Steve. Does not get the 2 connection between
3

Participant Task 1 2 Start 0 0 End

2 Elapsed 0.27 0.76 Complete 1 1 Steps 1 1 Comments

0:27 1:16

Started looking at other messages in the Live Messaging Queue did not immediately look “Where’s My friend list” Why doesn’t this say Message board (Volunteer Chat). When I think of a wall its whenever the user looks to see it (they might not get it right away) But instant message is constant) The terms are confusing, use something like instant message instead of Wall (meaning a response may take a while.)
3 4 0 0 0:48 0:31 0.48 0.31 1 1 3 2

Wants to go to messages instead of using “Review Further”.

5

0 Participant

0:34 3

0.34

1

Choose to read further instead of Not bullying from the volunteer home page. “Did not notice that that you could click “Not Bullying” based on the way the scenarios were 3 arranged.

Task 1 2

Start 0 0

End 0:16 0:58

Elapsed 0.16 0.58

Complete 1 1

Steps 1 1

Comments

24 | P a g e

Team 4: I541 Final Report
The response should be highlighted or some notification should show up saying someone wrote me back. Once she send the message to the user she asked what happened, why did it just go off (the pop-up). It just clicked off, expected some option (if I made a mistake) “just don’t click 3 me off”. How would you respond to receiving this, I would kind of want to blow it off, it seems like computer and not like 1 someone really wrote it.
3

3

0

0:51

0.51

1

4 5

0 0

0:27 0:24

0.27 0.24

1 1

Participant Task 1 2 Start 0 0 End

4 Elapsed 0:37 0:55 0.37 0.55 Complete 0 1 Steps 3.5 Comments User attempted to login but this was not necessary for this task

3 4 5

0 0 0

0:45 0:29 0:31

0.45 0.29 0.31

1 1 1

The message in the Volunteer Chat does not match the ones in the Live Feed so it is hard to keep track of what’s 2 happening.
2 3

Participant Task Start End

5 Elapsed Complete Steps Comments

1

0

0:47

0.47

0.5

Seems to be confused about the difference between "What is Bullying" link and "Resources" considers the first link self2 explanatory and the second as redundant Thought the messages in Live Queue moved over to the Volunteer Wall, did not think it was a separate part of the page. “I was expecting to see the Mike message in the Live feed not in the Volunteer Wall” did not know what it was and missed the small text at the bottom
3

2 3

0 0

1:01 0:54

0.61 0.54

1 1

4 5

0 0

0:22 0:41

0.22 0.41

1 1

Shouldn’t say “bullying nature”, comes off like you think that I am being bullied. Makes the user feel helpless but 1 hopeful that somebody cares
3

25 | P a g e

Team 4: I541 Final Report

A3. Survey
Age <13 13 - 17 18 - 24 25 - 29 30 - 39 40 - 49 50+ Gender Male Female Occupation Full-Time Job Part-Time Job Student Other: Marital Status Number of Younger Siblings Number of Older Siblings Do you Consider your Personality to be More: Extroverts get their energy from outside; More outgoing. Introverts get their energy from within; more to-them-selves Extrovert Introvert Do you act differently towards unfamiliar people? Yes No Do you or could you find Yourself sympathizing with someone who is being bullied? Yes No

26 | P a g e

Team 4: I541 Final Report

Have you ever bullied anyone? Yes No Have you ever known anyone who has been bullied? Yes No Are you a parent? Yes No If you had to pick one and regardless of whether you have children or not, do you think your child would most likely be: Bully Victim What community/Social-Media websites have you had experience using? Facebook Twitter MySpace Other: Do you consider yourself to be popular? Yes No Why or why not? With Regards to "Do you consider yourself to be popular?" As a child, were you one of the “popular” kids in the school? Yes No Why or why not? With Regards to "As a child, were you one of the “popular” kids in the school?"

Do you typically stand up for what you believe in? Yes No

27 | P a g e

Team 4: I541 Final Report

Do you like the concept of a bullying prevention/intervention website? Yes No Why or why not? With Regards to "Do you like the concept of a bullying prevention/intervention website? "

Do you have a story about someone being bullied that you wouldn’t mind sharing?

What is “Cyberbullying”, in your own words?

28 | P a g e

Sign up to vote on this title
UsefulNot useful