Indiana University I541 – Human Computer Interaction I Final Report eBully – Computer Initiated and Mediated Interventions Team 4: Eric Cox, S teven Entezari, Andre Franklin
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Indiana University
I541 –
Human Computer
Interaction I
Final ReporteBully – Computer Initiated and Mediated Interventions
Team 4: Eric Cox, Steven Entezari, Andre Franklin
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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. Post-Task Questionnaire ............................................................................................. 20
J. Summary of Product Assessment ............................................................................ 20
K. Recommendations for Future Development ....................................................... 21
IV. Works Cited .............................................................................................................................. 22
V. Appendix ................................................................................................................................... 23
L. A1. eBully Scenario-Based Task................................................................................ 23
M. A2. Scenario Task Results ........................................................................................... 24
N. A3. Survey.......................................................................................................................... 26
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Problem Space and Requirements Gathering
Purpose
The purpose of eBully is to provide help to those who may be victims of cyber-
bullying 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
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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 Description
Effectiveness 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 bullyingcomment made.
Efficiency 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.
Learnability 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.
Safety The anonymity of the user as well as the bulliedvictim 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.
Utility The design of eBully will be intuitive in its usage
and function. Similarities will be drawn from
well-known social networking sites.
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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.
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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
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
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
Figure 1 - Age of Survey Participants
Figure 2 - Gender of Survey Participants
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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 three-
quarters response by women.
A majority of the survey respondents
were full time employees and students. It is
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
out of twenty-nine) of our respondents were single. Seven were married and one was
divorced.
Figure 3 - Occupational Status of Survey
Participants
Figure 4 - Marital Status of Survey Participant
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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
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
0
10
20
30
0 1 2 3 4 5
R e s p o n s e s
Number of Siblings (Older/Younger)
Siblings
Older Siblings
Younger
Siblings
Figure 5 - Introversion/Extroversion
of Survey Participants
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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
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 6 - Victim/Bully Projectionof Survey Participants
Figure 7 - Social Networking Familiarity of Survey Participants
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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 cyber-
bullying and the resources they may need to get help and rid cyber-bullying from their
lives.
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
Victim of
Cyber
Bullying
e-Volunteer
Cyber
BullyingResource
Product
Social
Media
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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.
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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 e-
volunteer
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.
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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
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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.
Figure 8 - Paper Prototype Dashboard View (Main Page)
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Figure 9 - Paper Prototype Intervention Review Page
Figure 10 - Paper Prototype Intervention Message Page
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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.
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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.
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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: Task 2
Completed by: 3.5 testers Completed by: 5 Testers
Avg. steps: 1.5 Avg. steps: 3
Avg. Time in Secs: 32 Avg. Time in Secs: 64
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Task 3: Task 4:
Completed by: 5 testers Completed by: 5 Testers
Avg. steps: 3 Avg. steps: 2
Avg. Time in Secs: 48 Avg. Time in Secs: 28
Task 5:
Completed by: 5 testersAvg. steps: 3
Avg. Time in Secs: 32
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.
Figure 11 - User Experience Issues
012345
User Experience Issues
Major
Medium
Minor
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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 writingstyle that will resonate with the victim.
D. Consider an escalation scheme for issues beyond the volunteer’s abilities or
training.
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Works CitedEinarsen, 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.
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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 volunteerhome page.
POST TASK SURVEY RESULTS
Task 1 Task 2 Task 3 Task 4 Task 5
P1 2 2 1 2 2
P2 3 4 3 4 4
P3 1 3 3 2 3
P4 2 1 2 2 2P5 2 2 2 2 2
Avg 2 2.4 2.2 2.4 2.6
(5 Point Likert Scale Results for each Task)
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A2. Scenario Task Results
Participant 1
ask Start End Elapsed Complete Steps Comments
1 0 0:30 0.30 1 22 0 1:11 0.71 1 3
Review further chosen to try and understand the nature
the relationship. Looked to see what other messages w
on the. “Intervene” - what does this mean. “Add to
Watch”- what does this mean. I thought we were going
watch a tape. Try “Further Notice”, “Keep me posted”,
“Keep a look-out”, “Keep an Eye-on”, “Keep and Eye-o
3 0 0:43 0.43 1 3
4 0 0:33 0.33 1 2
“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
connection between
5 0 0:29 0.29 1 3
Participant 2
ask Start End Elapsed Complete Steps Comments
1 0 0:27 0.27 1 1
2 0 1:16 0.76 1 1
3 0 0:48 0.48 1 3
Started looking at other messages in the Live Messaging
Queue did not immediately look “Where’s My friend lis
Why doesn’t this say Message board (Volunteer Chat).
When I think of a wall its whenever the user looks to se(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 m
take a while.)
4 0 0:31 0.31 1 2 Wants to go to messages instead of using “Review Furth
5 0 0:34 0.34 1 3
Choose to read further instead of Not bullying from the
volunteer home page. “Did not notice that that you co
click “Not Bullying” based on the way the scenarios we
arranged.
Participant 3
ask Start End Elapsed Complete Steps Comments
1 0 0:16 0.16 1 1
2 0 0:58 0.58 1 1
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Team 4: I541 Final Report
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3 0 0:51 0.51 1 3
The response should be highlighted or some notificatio
should show up saying someone wrote me back. Once
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 c
me off”.
4 0 0:27 0.27 1 1
How would you respond to receiving this, I would kind o
want to blow it off, it seems like computer and not like
someone really wrote it.
5 0 0:24 0.24 1 3
Participant 4
ask Start End Elapsed Complete Steps Comments
1 0 0:37 0.37 0 3.5User attempted to login but this was not necessary for thtask
2 0 0:55 0.55 1
3 0 0:45 0.45 1 2
The message in the Volunteer Chat does not match the
in the Live Feed so it is hard to keep track of what’s
happening.
4 0 0:29 0.29 1 2
5 0 0:31 0.31 1 3
Participant 5
ask Start End Elapsed Complete Steps Comments
1 0 0:47 0.47 0.5 2
Seems to be confused about the difference between "W
is Bullying" link and "Resources" considers the first link
explanatory and the second as redundant
2 0 1:01 0.61 1
Thought the messages in Live Queue moved over to the
Volunteer Wall, did not think it was a separate part of t
page. “I was expecting to see the Mike message in the
feed not in the Volunteer Wall” did not know what it wa
and missed the small text at the bottom
3 0 0:54 0.54 1 3
4 0 0:22 0.22 1 1
Shouldn’t say “bullying nature”, comes off like you thinthat I am being bullied. Makes the user feel helpless bu
hopeful that somebody cares
5 0 0:41 0.41 1 3
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Team 4: I541 Final Report
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A3. SurveyAge
<13
13 - 17
18 - 2425 - 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
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Team 4: I541 Final Report
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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 wouldmost likely be:
Bully
Victim
What community/Social-Media websites have you had experience using? Facebook
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
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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?