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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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
Purpose Artificial intelligence (AI) has had a profound impact on humanity; in particular, chatbots have been designed for interactivity and applied to many aspects of daily life. Chatbots are also regarded as an innovative modality in nursing education. This study aimed to identify nursing students' awareness of using chatbots and factors influencing their usage intention.
Methods This study, which employed a descriptive design using a self-reported questionnaire, was conducted at three university nursing schools located in Seoul, South Korea. The participants were 289 junior and senior nursing students. Data were collected using self-reported questionnaires, both online via a Naver Form and offline.
Results The total mean score of awareness of using chatbots was 3.49±0.61 points out of 5. The mean scores of the four dimensions of awareness of using chatbots were 3.37±0.60 for perceived value, 3.66±0.73 for perceived usefulness, 3.83±0.73 for perceived ease of use, and 3.36±0.87 for intention to use. Significant differences were observed in awareness of using chatbots according to satisfaction with nursing (p<.001), effectiveness of using various methods for nursing education (p<.001), and interest in chatbots (p<.001). The correlations among the four dimensions ranged from .52 to .80. In a hierarchical regression analysis, perceived value (β=.45) accounted for 60.2% of variance in intention to use.
Conclusion The results suggest that chatbots have the potential to be used in nursing education. Further research is needed to clarify the effectiveness of using chatbots in nursing education.
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Predicting nursing students’ behavioral intentions to use AI: The interplay of ethical awareness, digital literacy, moral sensitivity, attitude, self-efficacy, anxiety, and social influence Mohammad Abuadas, Zainab Albikawi Journal of Human Behavior in the Social Environmen.2025; : 1. CrossRef
Integrating artificial intelligence ethically in nursing education Dawn L. Riess Nursing.2025; 55(4): 56. CrossRef
The Turkish Version of the Technology Acceptance Model-Based Scale TAME-ChatGPT: A Validity and Reliability Study Ebru Küçük, Buket Meral, Kıymet Yesilçiçek Çalık, Cantürk Çapık International Journal of Human–Computer Interactio.2025; : 1. 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.
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Development of a chatbot for school violence prevention among elementary school students in South Korea: a methodological study Kyung-Ah Kang, Shin-Jeong Kim, Byoung-doo Oh, Yu-Hyeon Kim Child Health Nursing Research.2024; 30(1): 45. CrossRef
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.2024;[Epub] CrossRef
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
, Shin-Jeong Kim
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