Enhancing Primary School Children's Knowledge of Online Safety and Risks with the CATZ Cooperative Cross-Age Teaching Intervention: Results from a Pilot Study

Journal article


Boulton, Michael J., Boulton, Louise, Camerone, Eleonora, Down, James, Hughes, Joanna, Kirkbride, Chloe, Kirkham, Rachel, Macaulay, Peter and Sanders, Jessica 2016. Enhancing Primary School Children's Knowledge of Online Safety and Risks with the CATZ Cooperative Cross-Age Teaching Intervention: Results from a Pilot Study. Cyberpsychology, Behavior, and Social Networking. 19 (10), pp. 609-614. https://doi.org/10.1089/cyber.2016.0046
AuthorsBoulton, Michael J., Boulton, Louise, Camerone, Eleonora, Down, James, Hughes, Joanna, Kirkbride, Chloe, Kirkham, Rachel, Macaulay, Peter and Sanders, Jessica
Abstract

Children are heavy users of the Internet and prior studies have shown that many of them lack a good understanding of the risks of doing so and how to avoid them. This study examined if the cross-age teaching zone (CATZ) intervention could help children acquire important knowledge of online risks and safety. It allowed older students to act as CATZ tutors to design and deliver a lesson to younger schoolmates (tutees), using content material about online risks and safety provided by adults. Students in Year 6 (mean age = 11.5 years) were randomly assigned to act as either CATZ tutors (n = 100) or age-matched controls (n = 46) and students in Year 4 (mean age = 9.5 years) acted as either CATZ tutees (n = 117) or age-matched controls (n = 28) (total N = 291). CATZ tutors, but not matched controls scored significantly higher on objective measures of knowledge of both online risks and safety, and CATZ tutees, but not matched controls did so for online safety. Effect sizes were moderate or large. CATZ was highly acceptable to participants. The results suggest that CATZ is a viable way to help school students learn about online dangers and how to avoid them.

KeywordsComputer Science Applications; Human-Computer Interaction; Applied Psychology; Communication; General Medicine; Social Psychology
Year2016
JournalCyberpsychology, Behavior, and Social Networking
Journal citation19 (10), pp. 609-614
PublisherMary Ann Liebert Inc
ISSN2152-2715
2152-2723
Digital Object Identifier (DOI)https://doi.org/10.1089/cyber.2016.0046
Web address (URL)http://hdl.handle.net/10545/625961
http://www.liebertpub.com/nv/resources-tools/text-and-data-mining-policy/121/
hdl:10545/625961
Publication dates01 Oct 2016
Publication process dates
Deposited23 Aug 2021, 10:33
Accepted2016
ContributorsUniversity of Chester
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File Access Level
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