Citation

Álvarez-Bermejo JA, Belmonte-Ureña LJ, Martos-Martínez A, Barragán-Martín AB, Del Mar Simón-Marquez M. Front. Psychol. 2016; 7: e1791.

Affiliation

Department of Psychology, Universidad de Almería Almería, Spain.

Copyright

(Copyright © 2016, Frontiers Research Foundation)

DOI

10.3389/fpsyg.2016.01791

PMID

27933006

Abstract

Prevention and detection of bullying due to racial stigma was studied in school contexts using a system designed following "gamification" principles and integrating less usual elements, such as social interaction, augmented reality and cell phones in educational scenarios. "Grounded Theory" and "User Centered Design" were employed to explore coexistence inside and outside the classroom in terms of preferences and distrust in several areas of action and social frameworks of activity, and to direct the development of a cell phone app for early detection of school bullying scenarios. One hundred and fifty-one interviews were given at five schools selected for their high multiracial percentage and conflict. The most outstanding results were structural, that is the distribution of the classroom group by type of activity and subject being dealt with. Furthermore, in groups over 12 years of age, the relational structures in the classroom in the digital settings in which they participated with their cell phones did not reoccur, because face-to-face and virtual interaction between students with the supervision and involvement of the teacher combined to detect bullying caused by racial discrimination.

Language: en