網路霸凌現象隨著通訊網路科技以及軟體的普及化，已經成為校園之中亟欲解決和預防的重要議題，在教育實務之中，要如何有效預防網路霸凌尚未有完整的執行策略，相關研究多半為自陳式調查，並且礙於各國文化用語和不同年齡層之間對於網路霸凌概念之差異，其中研究結果難以跨文化概括而論。目前國內外網路霸凌防治教學教材並無系統化發展，更遑論針對潛在大量的旁觀者面向出發 。綜結文獻與需求，本研究分析實際校園與教師需求後，開發出針對網路霸凌旁觀者反應之防治學習系統。本系統期望藉由互動式多路徑情境教材跳脫傳統教育的教條式宣導，提供學生思考不同反應行為之發展之機會，以期建立正確面對網路霸凌之態度以及協助建立友善校園網路空間。本研究除開發系統外，更進一步評估網路霸凌防治學習系統是否符合現場教師需求。本研究採用調查研究法的問卷調查法，針對124名教師進行問卷調查，評估教師對於本系統的認知有用性、認知易用性與使用意圖。研究結果顯示發現多數參與教師對於本系統在認知有用性、認知易用性與使用意圖皆是給予正面回饋，認為本系統所提供的操作介面與教學內容是有用並且容易使用的以及願意使用本系統進行防治網路霸凌教學。更進一步的分析結果顯示，不同學校規模的教師可能會影響教師對於本系統認知有用性和認知易用性以及使用意圖。最後本研究依據分析結果提出系統改善與未來研究建議。;With the prevailing of the internet and technology, cyberbullying has become a serious problem among adolescents and has attracted considerable attention in academia and in educational practice. To date, no solution has been made to successfully prevent cyberbullying. Past research on cyberbullying are mostly conducted in Western countries using high school student as samples. This study aims to design and develop a scenario-based interactive learning courseware for students in elementary schools and middle school in Taiwan to prevent cyberbullying. It is hoped that the interactive multi-path courseware could help to build appropriate attitude toward and awareness of cyberbullying in an effective and engaging manners. Target learners would be able to experience the cyberbullying incident as a bystander, make decision on what actions to take, and be taught the according consequences. The effectiveness of the self-developed courseware was evaluated by 124 teachers of various levels in terms of its perceived usefulness, perceived ease of use, and its influence on raising cognitive empathy and positive behavior intentions toward cyberbullying. Data sources included questionnaires of cyberbystanders’ experience, behavior intention to respond to cyberbullying incidents, focus group interviews, and log record of the interactive courseware. Results indicated that participating teachers perceived the interface of the scenario-based interactive learning courseware useful and easy to use, and considered to actually incorporate the courseware in their teaching. Further analysis revealed that teachers from different school sizes rated perceived usefulness and perceived ease of use differently. Based on the findings, recommendations and potential modifications of the courseware were discussed.
