Effectiveness of Online Group Interventions with Digital Literacy and Internet Ethics E-Modules for Preventing Cyberbullying among Students

Henri Gunawan Risal
Firdayani Syarifuddin
Ibnu Hajar Manippi
Hilda Suci Ramadhani
Jessy Angel Casey Ampulembang
Eva Ulfiani

Information Technology Education Journal
Vol. 3, No. 1, Januari (2024)

This study investigates the effectiveness of online group interventions assisted by e-modules on digital literacy and ethical online behavior to prevent cyberbullying among university students. Cyberbullying remains a pervasive issue in higher education, yet scalable interventions that combine knowledge acquisition and behavioral engagement are limited. This research aims to address this gap by evaluating whether a structured microlearning and chatbot-supported online program can enhance students’ knowledge, ethical awareness, and preventive behavioral intentions. An experimental study with pretest-posttest control group design was conducted involving 80 undergraduate students randomly assigned to intervention (n = 40) and control groups (n = 40). The intervention included interactive e-modules, scenario-based discussions, and AI chatbot support over a three-week period. Data were collected on digital literacy, ethical awareness, and behavioral intentions using validated Likert-scale instruments. Statistical analysis was performed using paired t-tests, independent t-tests, and effect size calculations to evaluate intervention outcomes. The intervention group demonstrated significant improvement compared to the control group in digital literacy (mean increase 30.2 points, Cohen’s d = 2.31), ethical awareness (mean increase 1.23, d = 2.10), and behavioral intention to prevent cyberbullying (mean increase 1.30, d = 2.18). Usability scores were high (SUS = 84.2 ± 6.3), and engagement metrics correlated positively with learning outcomes (r = 0.62, p < 0.001). The study demonstrates the potential of scalable online group interventions to enhance preventive digital behavior in higher education. Limitations include a single-institution sample, short intervention duration, and reliance on self-reported behavioral intentions. Future research should examine long-term effects, multi-institutional samples, and objective behavioral measurements. This research provides empirical evidence supporting the integration of e-modules, interactive group sessions, and chatbot support for cyberbullying prevention, contributing to digital citizenship education. The framework offers a practical, scalable, and adaptable model for universities seeking to promote safe and ethical online behavior.