Nociones de bullying

Bullying es el término utilizado para referirse al uso deliberado, intencional, y repetido de la fuerza, amenazas, o coerción para abusar, causar miedo o angustia, dominar, dañar, excluir, y/o intimidar de forma física (e.g., cachetear, golpear, patear), verbal (e.g., amenazar, gritar, insultar), y/o psicológica (e.g., denigrar, menospreciar) a un individuo o grupo de personas que no pueden defenderse (Balayn et al. 2021; Gaffney, Farrington, y White, 2021; Iivari et al. 2021; Kinnunen, 2022; Lievense et al. 2019; Stavroulia et al. 2016). Los bullys (i.e., los perpetradores de la agresión) suelen escoger a sus víctimas con base a características personales tales como su apariencia, discapacidad, edad, raza, religión, sexo, etc. (Bellini, Olivier, y Comber, 2018; Lievense et al. 2019).

Las personas afectadas por el bullying pueden llegar a desarrollar depresión, abandonar sus estudios, o suicidarse (Kinnunen, 2022; Wei et al. 2020). Dada su prevalencia en sociedades modernas (de 17% a 20.8% en algunos sectores), el bullying es considerado como un fenómeno sociocultural (Gaffney, Farrington, y White, 2021; Lievense et al. 2019). Se considera que más del 50% de los estudiantes a nivel mundial han estado involucrados en alguna forma de bullying, ya sea como víctimas, bullys, o espectadores (Kinnunen, 2022).

Algunas de las estrategias que existen para lidiar con este fenómeno incluyen: programas escolares, políticas institucionales, reglas al interior del salón, formación docente, campañas informativas, campañas de concientización, foros de discusión, talleres, intervenciones psicológicas, intervenciones educativas, entre otras (Gaffney, Farrington, y White, 2021; Kinnunen, 2022).

Por último, al bullying que tiene lugar a través de medios digitales (e.g., computadoras, teléfonos celulares) se le conoce como cyberbullying (Hardman Taylor et al. 2019). Este puede implicar la depredación, el reclutamiento de grupos de odio, la invasión de la privacidad personal, el acoso, el acecho, y el uso de lenguaje inapropiado (Bosse y Stam, 2011).

Tipos de tecnología utilizados para abordar el bullying

Al igual que con otros problemas sociales, diversos tipos de tecnología han sido utilizados para contribuir a la mitigación del bullying. Entre estos destacan:

• Agentes, avatares, y bots (Bosse and Stam, 2011; Mascarenhas et al. 2022; Ueda et al. 2021; Van der Zwaan, Dignum, y Jonker, 2010b)
• Algoritmos, aplicaciones, y dispositivos para la detección de comportamientos (Bellini, Olivier, and Comber, 2018; ElGibreen et al. 2020; Wei et al. 2020)
• Estrategias de análisis de contenido (e.g., minería de datos, aprendizaje automático, procesamiento de lenguaje natural, análisis de sentimientos) (Balayn et al. 2021; Chen et al. 2012; Ge, Cheng, y Liu, 2021; Hardman Taylor et al. 2019; Iivari et al. 2021; Shome et al. 2020; Soni y Singh, 2018; Suladay Escobanez and Comendador, 2022)
• Crowdsourcing (Chatzakou et al. 2017; Hardman Taylor et al. 2019; Shome et al. 2020)
• Programas educativos digitales (Antle et al. 2019; Fan, Yu, y Bowler, 2016; Garaigordobil y Martínez-Valderrey, 2018; Kinnunen, 2022; Neo, Teo, y Boon, 2018; Timmons-Mitchell et al. 2016; Yaar et al. 2022)
• Reconocimiento de rasgos faciales (Shome et al. 2020)
• Plug-ins (Jamil and Breckenridge, 2018)
• Robots (ElGibreen et al. 2020; Tan et al. 2018)
• Juegos serios (Calvo-Morata et al. 2020; Calvo-Morata et al. 2021; Ferreira et al. 2021; Garaigordobil y Martínez-Valderrey, 2018; Hall et al. 2009; Iivari et al. 2021; Kolić-Vehovec et al. 2019; Kriglstein et al. 2020; Lievense et al. 2019; Mancilla-Caceres, Amir, y Espelage, 2013; Moral Pérez y Villalustre Martínez, 2018; Raminhos et al. 2015; Rodrigues et al. 2013; Wu, 2018; Yoon, 2020)
• Realidad virtual (Fiani y Marsella, 2022; McEvoy et al. 2016; Stavroulia et al. 2016; Van der Zwaan, Dignum, y Jonker, 2010)

Referencias

Alissa N. Antle, Ofir Sadka, Iulian Radu, Boxiao Gong, Victor Cheung, and Uddipana Baishya. 2019. EmotoTent: Reducing School Violence through Embodied Empathy Games. In Proceedings of the 18th ACM International Conference on Interaction Design and Children (IDC '19), pp. 755–760. DOI: https://doi.org/10.1145/3311927.3326596 

Agathe Balayn, Jie Yang, Zoltan Szlavik, and Alessandro Bozzon. 2021. Automatic Identification of Harmful, Aggressive, Abusive, and Offensive Language on the Web: A Survey of Technical Biases Informed by Psychology Literature. Trans. Soc. Comput. 4, 3, Article 11 (September 2021), 56 pages. DOI: https://doi.org/10.1145/3479158

Rosanna Bellini, Patrick Olivier, and Rob Comber. 2018. “That Really Pushes My Buttons”: Designing Bullying and Harassment Training for the Workplace. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (CHI'18), Paper 235, 1–14. DOI: https://doi.org/10.1145/3173574.3173809

Tibor Bosse and Sven Stam. 2011. A Normative Agent System to Prevent Cyberbullying. In Proceedings of the 2011 IEEE/WIC/ACM International Conferences on Web Intelligence and Intelligent Agent Technology - Volume 02 (WI-IAT '11), pp. 425–430. DOI: https://doi.org/10.1109/WI-IAT.2011.24

Antonio Calvo-Morata, Cristina Alonso-Fernández, Manuel Freire, Iván Martínez-Ortiz, and Baltasar Fernández-Manjón. 2020. Serious games to prevent and detect bullying and cyberbullying: A systematic serious games and literature review. Computers & Education 157, November 2020, 103958. DOI: https://doi.org/10.1016/j.compedu.2020.103958 

Antonio Calvo-Morata, Cristina Alonso-Fernández, Manuel Freire, Iván Martínez-Ortiz, and Baltasar Fernández-Manjón. 2021. Creating awareness on bullying and cyberbullying among young people: Validating the effectiveness and design of the serious game Conectado. Telematics and Informatics 60, 2021, 101568. DOI: https://doi.org/10.1016/j.tele.2021.101568 

Despoina Chatzakou, Nicolas Kourtellis, Jeremy Blackburn, Emiliano De Cristofaro, Gianluca Stringhini, and Athena Vakali. 2017. Mean Birds: Detecting Aggression and Bullying on Twitter. In Proceedings of the 2017 ACM on Web Science Conference (WebSci '17), pp. 13–22. DOI: https://doi.org/10.1145/3091478.3091487 

Yunfei Chen, Lanbo Zhang, Aaron Michelony, and Yi Zhang. 2012. 4Is of social bully filtering: identity, inference, influence, and intervention. In Proceedings of the 21st ACM international conference on Information and knowledge management (CIKM '12), pp. 2677–2679. DOI: https://doi.org/10.1145/2396761.2398723

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Hebah ElGibreen, Sumayah Almazyad, Shahad Bin Shuail, Miad Al Qahtani, and Latifah ALhwiseen. 2020. Robot Framework for Anti-Bullying in Saudi Schools. In Proceedings of 2020 Fourth IEEE International Conference on Robotic Computing (IRC), pp. 166-171. DOI: https://doi.org/10.1109/IRC.2020.00033 

Mingyue Fan, Liyue Yu, and Leanne Bowler. 2016. Feelbook: A Social Media App for Teens Designed to Foster Positive Online Behavior and Prevent Cyberbullying. In Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems (CHI EA '16), pp. 1187–1192. DOI: https://doi.org/10.1145/2851581.2892398 

Paula C. Ferreira, Ana Margarida Veiga Simão, Ana Paiva, Carlos Martinho, Rui Prada, Aristides Ferreira, and Francisco Santos. 2021. Exploring empathy in cyberbullying with serious games. Computers & Education 166, 2021, 104155. DOI: https://doi.org/10.1016/j.compedu.2021.104155 

Cristina Fiani and Stacy Marsella. 2022. Investigating the Non-verbal Behavior Features of Bullying for the Development of an Automatic Recognition System in Social Virtual Reality. In Proceedings of the 2022 International Conference on Advanced Visual Interfaces (AVI 2022), p. 1–3. DOI: https://doi.org/10.1145/3531073.3534492 

Hannah Gaffney, David P. Farrington, and Howard White. 2021. Anti-bullying Programmes - Toolkit technical report. Youth Endowement Fund. https://youthendowmentfund.org.uk/wp-content/uploads/2021/06/Anti-bullying-programmes-Technical-Report.pdf 

Maite Garaigordobil and Vanesa Martínez-Valderrey. 2018. Technological Resources to Prevent Cyberbullying During Adolescence: The Cyberprogram 2.0 Program and the Cooperative Cybereduca 2.0 Videogame. Front. Psychol. 16, May 2018, Sec. Cognitive Science. DOI: https://doi.org/10.3389/fpsyg.2018.00745 

Suyu Ge, Lu Cheng, and Huan Liu. 2021. Improving Cyberbullying Detection with User Interaction. In Proceedings of the Web Conference 2021 (WWW '21), pp. 496–506. DOI: https://doi.org/10.1145/3442381.3449828 

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Lynne Hall, Susan Jones, Ana Paiva, and Ruth Aylett. 2009. FearNot! providing children with strategies to cope with bullying. In Proceedings of the 8th International Conference on Interaction Design and Children (IDC '09), pp. 276–277. DOI: https://doi.org/10.1145/1551788.1551854 

Samuel Hardman Taylor, Dominic DiFranzo, Yoon Hyung Choi, Shruti Sannon, and Natalya N. Bazarova. 2019. Accountability and Empathy by Design: Encouraging Bystander Intervention to Cyberbullying on Social Media. Proc. ACM Hum.-Comput. Interact. 3, CSCW, Article 118 (November 2019), 26 pages. DOI: https://doi.org/10.1145/3359220

Netta Iivari, Leena Ventä-Olkkonen, Sumita Sharma, Tonja Molin-Juustila, and Essi Kinnunen. 2021. CHI Against Bullying: Taking Stock of the Past and Envisioning the Future. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (CHI '21), Article 357, p. 17. DOI: https://doi.org/10.1145/3411764.3445282

Hasan M. Jamil and Robert Breckenridge. 2018. Greenship: a social networking system for combating cyber-bullying and defending personal reputation. In Proceedings of the 33rd Annual ACM Symposium on Applied Computing (SAC '18), pp. 1813–1820. DOI: https://doi.org/10.1145/3167132.3167326 

Essi Kinnunen. 2022. Tackling bullying with technology - A literature review of existing bullying prevention solutions. University of Oulu. http://urn.fi/URN:NBN:fi:oulu-202205121965 

Svjetlana Kolić-Vehovec, Sanja Smojver-Ažić, Tamara Martinac Dorčić, and Barbara Rončević Zubković. 2019. Evaluation of serious game for changing students' behaviour in bullying situation. J. Comput. Assist. Learn. 2020, 36, pp. 323–334. DOI: https://doi.org/10.1111/jcal.12402 

Simone Kriglstein, Fabian Hengstberger, Florian Fribert, Katharina Stiehl, Beate Schrank, Alexander Pfeiffer, Thomas Wernbacher, and Günter Wallner. 2020. Be a Buddy not a Bully - Two Educational Games to Help Prevent Bullying in Schools. In Extended Abstracts of the 2020 Annual Symposium on Computer-Human Interaction in Play (CHI PLAY '20), pp. 287–291. DOI: https://doi.org/10.1145/3383668.3419914

P. Lievense, V.S. Vacaru, J. Liber, M. Bonnet, P.S. Sterkenburg. 2019. “Stop bullying now!” Investigating the effectiveness of a serious game for teachers in promoting autonomy-supporting strategies for disabled adults: A randomized controlled trial. Disability and Health Journal 12, Issue 2, 2019, pp. 310-317. DOI: https://doi.org/10.1016/j.dhjo.2018.11.013

Juan F. Mancilla-Caceres, Eyal Amir, and Dorothy Espelage. 2013. Adaptive game for reducing aggressive behavior. In Proceedings of the companion publication of the 2013 international conference on Intelligent user interfaces companion (IUI '13 Companion), pp. 21–24. DOI: https://doi.org/10.1145/2451176.2451183

Samuel Mascarenhas, Manuel Guimarães, Rui Prada, Pedro A. Santos, João Dias, and Ana Paiva. 2022. FAtiMA Toolkit: Toward an Accessible Tool for the Development of Socio-emotional Agents. ACM Trans. Interact. Intell. Syst. 12, 1, Article 8 (March 2022), p. 30. DOI: https://doi.org/10.1145/3510822 

Kelly A. McEvoy, Oyewole Oyekoya, Adrienne Holz Ivory, and James D. Ivory. 2016. Through the eyes of a bystander: The promise and challenges of VR as a bullying prevention tool. In Proceedings of 2016 IEEE Virtual Reality (VR), pp. 229-230. DOI: https://doi.org/10.1109/VR.2016.7504737 

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John Clement Suladay Escobanez and Benilda Eleonor Comendador. 2022. Student Physical Violence Detection using Convolutional Neural Networks. In Proceedings of the 12th International Conference on Information Communication and Management (ICICM '22), pp. 34–38. DOI: https://doi.org/10.1145/3551690.3551696 

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Yishin Chu Wu. 2018. BREAKAWAY: Examining the Educational Potential of Using a Narrative-Based Digital Game for Bullying Prevention. State University of New York at Buffalo. 

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