Personal space invasion to prevent cyberbullying: design, development, and evaluation of an immersive prevention measure for children and adolescents

Abstract

The previous work on cyberbullying has shown that the number of victims is increasing, and the need for prevention is exceptionally high among younger school students (5th–9th grade). Due to the omnipresence of cyberattacks, victims can hardly distance themselves psychologically, thus experience an intrusion in almost all areas of life. The perpetrators, on the other hand, feel the consequences of their actions even less in cyberspace. However, there is a gap between the need and the existence of innovative prevention programs tied to the digital reality of the target group and the treatment of essential aspects of psychological distance. This article explores the design space, feasibility, and effectiveness of a unique VR-based cyberbullying prevention component in a human-centered iterative approach. The central idea is reflected in creating a virtual personal space invasion with virtual objects associated with cyberbullying making the everyday intrusion of victims tangible. A pre-study revealed that harmful speech texts in bright non-removable message boxes best transferred the psychological determinants associated with a personal space invasion to virtual objects contextualized in cyberbullying scenarios. Therefore, these objects were incorporated into a virtual prevention program that was then tested in a laboratory study with 41 participants. The results showed that the intervention could trigger cognitive dissonance and empathy. In the second step, the intervention was evaluated and improved in a focus group with the actual target group of children and adolescents. The improved application was then evaluated in a school workshop for 5 days with 100 children and adolescents. The children understood the metaphor of virtual space invasion by the harmful text boxes and reported the expected psychological effects. They also showed great interest in VR. In summary, this paper contributes to the innovative and effective prevention of cyberbullying by using the potential of VR. It provides empirical evidence from a laboratory experiment and a field study with a large sample from the target group of children and adolescents and discusses implications for future developments.