Australian Educational Computing, vol.29, no.1, 2014 (Scopus)
Cyberbullying is among the major trends regarding safe and ethical information technology use. Prevention suggestions tend to rely on implications of descriptive and correlational studies rather than true experimental works. In this regard, the current study investigated the effect of case-based video (CBV) support on empowering cyberbullying awareness among 120 pre-service information technology teachers. Solomon four- group design was used in which four groups of students were randomly assigned to two treatment conditions. In the experimental groups, CBVs on authentic victimization instances were integrated into the instructional module on cyberbullying. The same cases and the content were provided without the CBV support in the control groups. One group from each condition was pretested before the implementation. Following the treatment, all groups were post-tested through a one-factor cyberbullying awareness scale. Two-way ANOVAs were used to analyze the data. Findings revealed that both types of instructional modules were useful whereas the CBVs led to better outcomes. Findings were discussed with regard to the relevant literature and suggestions for further studies were provided.