Purpose This study develops a chatbot for school violence prevention (C-SVP) among elementary school students.
Methods Among the analysis, design, development, implementation, and evaluation (ADDIE) models, ADD phases were applied to develop a C-SVP. Students’ learning needs were identified by constructing content with a design that attracted their attention. Subsequently, a formative evaluation was conducted on the developed C-SVP to test its applicability by ten elementary school students targeting the 5th and 6th grades.
Results The chatbot was designed using KakaoTalk and named “School Guardian Angel.” The formative evaluation revealed that the developed C-SVP was easily accessible and useful for elementary school students.
Conclusion The developed C-SVP is expected to be effective in preventing violence among elementary school students. However, further research involving children of various age groups is required.
Citations
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Effects of School Violence Prevention Education Using a Chatbot (SVPE-C) on Sixth-Grade Students in South Korea Shin-Jeong Kim, Sunyeob Choi, Kyung-Ah Kang The Journal of School Nursing.2026; 42(2): 113. CrossRef
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Purpose This study aimed to identify students' awareness of the use of a chatbot (A-uC), a type of artificial intelligence technology, for violence prevention among elementary school students.
Methods The participants comprised 215 students in the fourth to sixth grades in Chuncheon, South Korea, and data were collected via a self-reported questionnaire.
Results The mean A-uC score was 3.43±0.83 out of 5 points. The mean scores for the 4 sub-dimensions of the A-uC tool were 3.48±0.80 for perceived value, 3.44±0.98 for perceived usefulness, 3.63±0.92 for perceived ease of use, and 3.15±1.07 for intention to use. Significant differences were observed in A-uC scores (F=59.26, p<.001) according to the need for the use of chatbots in violence prevention education. The relationships between intention to use and the other A-uC sub-dimensions showed significant correlations with perceived value (r=.85, p<.001), perceived usefulness (r=.76, p<.001), and perceived ease of use (r=.64, p<.001).
Conclusion The results of this study suggest that chatbots can be used in violence prevention education for elementary school students.
Citations
Citations to this article as recorded by
Effects of School Violence Prevention Education Using a Chatbot (SVPE-C) on Sixth-Grade Students in South Korea Shin-Jeong Kim, Sunyeob Choi, Kyung-Ah Kang The Journal of School Nursing.2026; 42(2): 113. CrossRef
Parental and child perspectives on healthy lifestyles and artificial intelligence chatbot use among childhood and adolescent cancer survivors: a descriptive comparative study in South Korea Kyung-Ah Kang, Shin-Jeong Kim, In-Hye Song, Hee-Jin Yoon Child Health Nursing Research.2026; 32(1): 27. CrossRef
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ความตระหนักรู้ในการใช้ปัญญาประดิษฐ์เพื่อการเรียนรู้สำหรับนักศึกษาระดับปริญญาตรี คณะศึกษาศาสตร์ มหาวิทยาลัยรามคำแหง หนึ่งฤทัย ดิษฐ์โรจน์, วศิน นุชคง , จุฑาภรณ์ มาสันเทียะ Interdisciplinary Academic and Research Journal .2024; 4(6): 43. CrossRef
Essential Elements for Implementing AI Tools in Elementary School: A Systematic Literature Review Jorge Arriola-Mendoza, Gabriel Valerio-Ureña Education Sciences.2024; 14(12): 1292. CrossRef
Awareness of using chatbots and factors influencing usage intention among nursing students in South Korea: a descriptive study So Ra Kang, Shin-Jeong Kim, Kyung-Ah Kang Child Health Nursing Research.2023; 29(4): 290. CrossRef
Purpose This study describes the development of a violence prevention educational program for elementary school children using empathy (VPEP-E) that teachers can use during class.
Methods Hoffman's theory of empathy and Seels and Richey's (1994) ADDIE model were applied to develop this program.
Results The developed program consisted of eight sessions: Orientation/definition of violence and empathy, types and boundaries of violence, look into my feelings, say it with a facial expression, preventing non-empathic violence due to social prejudice, preventing physical violence, verbal and online violence prevention: empathic conversation, and I can do well: review of the whole curriculum. The program was evaluated by 15 elementary school teachers, who considered it to be easily accessible to elementary school students. The final VPEP-E, which will be provided in eight times for 40 minutes each for fifth-grade students, will provide a basis for preventing violence by fostering empathy.
Conclusion We expect the developed educational program to be effective in preventing violence among elementary school students. However, further research involving children from various age groups is needed.
Citations
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Comparación de Estrategias de Prevención contra la Violencia Escolar a Nivel Internacional Nélsido Félix Polanco Sciencevolution.2025; 4(2): 58. CrossRef
Purpose The purpose of this study was to investigate empathy, awareness, and attitudes toward violence among elementary school students.
Methods The participants were 195 fifth and sixth grade students in Y elementary school. The data collection period was from June 24 to July 4, 2019.
Results Empathy scores significantly differed according to participants' gender and need for education on violence prevention. Attitudes towards violence (permissive and neglectful) significantly differed according to students' grade and need for education on violence prevention. Empathy was negatively correlated with permissive attitudes toward violence (r=-.26, p<.001) and neglectful attitudes toward violence (r=-.24, p=.001).
Conclusion The results of this study are expected to be utilized as basic data for education on violence prevention through empathy.
Citations
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The Effects of Child Abuse Perceived by Early Adolescents on School Violence: The Mediating Effect of Depression and the Moderating Effect of Empathy Yoon Kyung OH Journal of Families and Better Life.2025; 43(2): 1. CrossRef
Development of a Violence Prevention Educational Program for Elementary School Children Using Empathy (VPEP-E) So Ra Kang, Shin-Jeong Kim, Jungmin Lee Child Health Nursing Research.2020; 26(4): 422. CrossRef
Purpose The purpose of this study was to review the literature on intervention studies for abused children and adolescent in residential facilities in South Korea (ACARF-K). The goal was to understand the problems they experience, to evaluate the content and effectiveness of interventions applied to them, and to develop evidence-based nursing intervention programs.
Methods We used four electronic databases to search for relevant articles. 18 studies according to Whittemore and Knafl's integrative review method to synthesize the literature.
Results The ACARF-K experienced problems in biophysical, psychological, and sociocultural domains related to attachment impairment. Effective intervention strategies were building trust through empathy and fulfillment of needs, encouraging ACARF-K to express themselves and helping them to clarify emotions in an unthreatening environment, and improving their self-concept through activities in which they experienced achievement.
Conclusion Interventions are needed to help restore attachment damage among ACARF-K. The interventions in this study utilized emotional, cognitive, relational, and behavioral therapeutic tools to improve their psychological and social capacities. Future intervention programs for ACARF-K should include these key elements.
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Dyadic and systemic trauma-informed care in adolescent residential settings: A systematic review of outcomes for staff, youth, and relationships Veli-Matti Karhu, Assi Peltonen, Marjo Flykt Child Abuse & Neglect.2026; 176: 108074. CrossRef
Relationship between Mother’s emotional intelligence, negative parenting behaviour, Preschooler’s attachment instability, and smart device overdependence Gumhee Lee, Sungjae Kim BMC Public Health.2022;[Epub] CrossRef
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