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Evaluation of a collaborative multimedia conflict resolution curriculum

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Abstract

This article describes the development and evaluation of STARstreams, a pilot effort to utilize videos and online discussions in a conflict resolution curriculum that acknowledges the inherent socio-personal aspects of conflict. The STARstreams curricula includes a set of video-based scenarios depicting conflict situations and potential resolutions to those conflicts, a web-based conferencing system for cross-classroom discussion of the scenarios, and a handbook to guide teacher implementation of the curriculum. These materials were evaluated in a 2-week field trial with four geographically diverse 5th and 6th grade classrooms. The experimental STARstreams curriculum was well-received by participating students and teachers, engendered extensive participation in online discussions about the scenarios, and had a statistically significant effect on measures of social problem solving, self-efficacy toward conflict resolution, and perceived value and satisfaction with the materials. The overall program and its development are described; classroom experiences, online discussion, and quantitative outcome measures are presented; and implications for future efforts are discussed.

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Notes

  1. The total N does not equal the tallies for race/ethnicity because of overlapping reports, especially from the cross-racial group Hispanic.

  2. All student and teacher names are pseudonyms. Group names, selected by the students, are retained.

  3. Deux ex machina refers to a common plot element in Greek theatre in which a situation is resolved through external intervention, usually by the gods. It is applied here in the sense that the subjects frequently suggested such external intervention, a form of mediation, as the primary means for resolving the conflicts portrayed in the video scenarios.

  4. Since these variables were intercorrelated, the conservative Bonferroni-adjusted Alpha level of 0.01was used for these tests (the original experiment-wise alpha was 0.05).

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Acknowledgments

The research discussed herein has been supported in part by grants to the first author from the National Institute for Child Health and Human Development (Grant #1R43HD39032) and the National Institute of Mental Health (1R43MH54903, 2R44MH54903). The article’s contents are solely the responsibility of the authors and do not necessarily represent the official views of the National Institutes of Health.

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Authors and Affiliations

  1. The Academic Edge, Inc., P.O. Box 5307, Bloomington, Indiana, 47403, USA

    Richard Goldsworthy

  2. Telecommunications Department, Indiana University, Bloomington, USA

    Nancy Schwartz

  3. Learning Sciences Department, Indiana University, Bloomington, USA

    Sasha Barab

  4. Due Diligence Corporation, Bloomington, USA

    Anita Landa

Authors
  1. Richard Goldsworthy
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  2. Nancy Schwartz
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  3. Sasha Barab
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  4. Anita Landa
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Correspondence to Richard Goldsworthy.

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Goldsworthy, R., Schwartz, N., Barab, S. et al. Evaluation of a collaborative multimedia conflict resolution curriculum. Education Tech Research Dev 55, 597–625 (2007). https://doi.org/10.1007/s11423-006-9006-5

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