Usability of a Technology-Based Bystander Bullying Intervention for Middle School Students in Rural, Low-Income Communities: Mixed Methods Study.
Usability of a Technology-Based Bystander Bullying Intervention for Middle School Students in Rural, Low-Income Communities: Mixed Methods Study.
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DOI：
10.2196/32382
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发表时间：
2021-10-26
影响因子：
2.2
通讯作者：
Buller MK
中科院分区：
文献类型：
--
作者：
Doumas DM;Midgett A;Myers V;Buller MK
学生谁是欺凌的目标，谁见证欺凌是在高风险的负面心理健康结果。旁观者培训对于减少欺凌以及对目标和旁观者的负面相关后果至关重要。然而，项目交付所需的资源对学校，特别是农村低收入社区的学校构成了重大障碍。基于技术的项目可以通过具有成本效益、易于传播的编程来减少这些社区学生的健康差异。本研究的目的是对旁观者欺凌网络应用程序原型STAC-T（基于技术的STAC，代表4种旁观者策略：窃取表演，翻转它，陪伴他人和教练Companion）进行可用性测试，作为全面STAC-T干预开发的第一步。目标包括评估STAC-T原型的可用性和可接受性，了解学校的需求和计划实施的障碍，并评估学校工作人员和学生之间的可用性差异。16名参与者，包括学校工作人员和学生招募3所中学在农村，低收入社区，完成了可用性测试，然后进行定性访谈。描述性统计，双尾独立样本t检验，和一致性定性研究被用来评估可用性和程序满意度，并提取相关的主题，可接受性，可行性，需求，障碍和反馈的干预发展。可用性测试表明，该应用程序易于使用，可接受和可行。学校人员（平均评分89.6，SD 5.1）和学生（平均评分91.8，SD 7.0）将应用程序评为高于平均可用性的标准截止分数（即68），（平均评分5.83，SD 0.41）和学生（平均评分6.10，SD 0.57）给予该应用程序高用户友好性评级（0-7级，7为高用户友好性）。总体评分还表明，学校工作人员和学生对该方案感到满意。在6名表示会推荐该节目的学校工作人员中，分别有1人（17%）、4人（66%）和1人（17%）将该节目评为3星、4星和5星，80%（8/10）的学生表示会推荐该节目; 60%（6/10）和40%（4/10）的人分别给予4星和5星评价。定性数据显示，学校工作人员和学生发现STAC-T应用程序是有用的，用户友好的，相关的，同时提供有关参与用户的数字学习活动的重要性的反馈。来自学校工作人员的数据也表明了对方案可行性和方案采用概率的积极看法，最重要的障碍是成本，这表明在为全面STAC-T干预设定价格点时，考虑农村低收入社区学校可用的财政资源的重要性。这项研究为STAC-T应用程序的全面开发提供了支持，并为修订提供了关键信息，以提高用户参与度。ClinicalTrials.gov NCT 04681495; https://clinicaltrials.gov/ct2/show/NCT04681495
Students who are targets of bullying and who witness bullying are at high risk for negative mental health outcomes. Bystander training is essential to reduce bullying and the negative associated consequences for targets and bystanders. Resources necessary for program delivery, however, pose significant barriers for schools, particularly those in rural, low-income communities. Technology-based programs can reduce health disparities for students in these communities through cost-effective, easy-to-disseminate programming. The aim of this study is to conduct usability testing of a bystander bullying web app prototype, STAC-T (technology-based STAC, which stands for the 4 bystander strategies Stealing the Show, Turning it Over, Accompanying Others, and Coaching Compassion) as an initial step in the development of a full-scale STAC-T intervention. Objectives include assessing usability and acceptability of the STAC-T prototype, understanding school needs and barriers to program implementation, and assessing differences in usability between school personnel and students. A sample of 16 participants, including school personnel and students recruited from 3 middle schools in rural, low-income communities, completed usability testing followed by a qualitative interview. Descriptive statistics, 2-tailed independent sample t tests, and consensual qualitative research were used to assess usability and program satisfaction and to extract themes related to acceptability, feasibility, needs, barriers, and feedback for intervention development. Usability testing indicated that the app was easy to use, acceptable, and feasible. Both school personnel (mean rating 89.6, SD 5.1) and students (mean rating 91.8, SD 7.0) rated the app well above the standard cutoff score for above-average usability (ie, 68), and both school personnel (mean rating 5.83, SD 0.41) and students (mean rating 6.10, SD 0.57) gave the app high user-friendliness ratings (0-7 scale, with 7 as high user-friendliness). The overall ratings also suggested that school personnel and students were satisfied with the program. Of the 6 school personnel who said they would recommend the program, 1 (17%), 4 (66%), and 1 (17%) rated the program as 3, 4, and 5 stars, respectively; 80% (8/10) of students said they would recommend the program; and 60% (6/10) and 40% (4/10) rated the program as 4 stars and 5 stars, respectively. Qualitative data revealed that school personnel and students found the STAC-T app to be useful, user-friendly, and relevant, while providing feedback related to the importance of digital learning activities that engage the user. Data from school personnel also indicated positive perceptions regarding program feasibility and probability of program adoption, with the most significant barrier being cost, suggesting the importance of considering the financial resources available to schools in rural, low-income communities when setting the price point for the full-scale STAC-T intervention. This study provides support for the full-scale development of the STAC-T app and provides key information for revision to enhance used engagement. ClinicalTrials.gov NCT04681495; https://clinicaltrials.gov/ct2/show/NCT04681495
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影响因子：
5.1
作者：
Fekkes, M;Pijpers, FIM;Verloove-Vanhorick, SP
通讯作者：
Verloove-Vanhorick, SP
影响因子：
7.4
作者：
Cafazzo JA;Casselman M;Hamming N;Katzman DK;Palmert MR
通讯作者：
Palmert MR
影响因子：
2
作者：
Doumas, Diana M.;Midgett, Aida
通讯作者：
Midgett, Aida
影响因子：
2.3
作者：
Doumas, Diana M.;Midgett, Aida;Watts, April D.
通讯作者：
Watts, April D.
DOI：
10.3390/ejihpe10040068
发表时间：
2020-10-04
期刊：
European journal of investigation in health, psychology and education
影响因子：
--
作者：
Doumas DM;Midgett A
通讯作者：
Midgett A