The simulation with the creation of the artificial buddy was the most appreciated part of the session (45.40% of open answers)¶
Claim · All claims
Evidence · 1 study (2 entries) · designr3·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Open-ended answers named the simulation with buddy creation as the most appreciated part (N = 444, 45.40%); engagement (N = 173, 18%) and awareness development (N = 179, 16.97%) followed. → Luca Botturi 2024
q2 i? Negative aspects were mentioned by 336 participants (34.36%), most often feeling personally touched when their data appeared (N = 113, 11.55%). → Luca Botturi 2024 (2)
Evidence¶
Luca Botturi 2024¶
Luca Botturi, Tiffany Fioroni, Chiara Beretta, Davide Andreoletti, Alessandro Ferrari, Felipe Cardoso, Anna Picco-Schwendener, Suzanna Marazza, Silvia Giordano. (2024). The iBuddy experience: A digital simulation-based approach to enhance secondary school students' privacy awareness. Education Tech Research Dev 72. https://doi.org/10.1007/s11423-023-10309-x
q2 · i? · design · r3
Qualitative coding of open-ended end-of-session answers (N = 978): two researchers individually read answers and agreed on topic labels used to tag each answer. The article reports "the simulation with the creation of the artificial buddy (N = 444, 45.40%)" as most appreciated.
"The analysis suggests that the most appreciated part in iBuddy sessions by participants from all school grades was the simulation with the creation of the artificial buddy (N = 444, 45.40%)."
Luca Botturi 2024 (2)¶
Luca Botturi, Tiffany Fioroni, Chiara Beretta, Davide Andreoletti, Alessandro Ferrari, Felipe Cardoso, Anna Picco-Schwendener, Suzanna Marazza, Silvia Giordano. (2024). The iBuddy experience: A digital simulation-based approach to enhance secondary school students' privacy awareness. Education Tech Research Dev 72. https://doi.org/10.1007/s11423-023-10309-x
q2 · i? · design · r3
Same open-ended coding of end-of-session answers: 336 participants (34.36%) mentioned a negative aspect, most commonly feeling personally touched when photographs appeared on screen (N = 113, 11.55%).
"Only 336 participants (34.36% of the whole sample) mentioned a negative aspect of the session. Some participants (N = 113, 11.55%) felt personally touched when their personal data (especially photographs) appeared in front of everyone on the screens."
Discussion¶
Related Claims¶
- Students across all school levels rated the iBuddy session as enjoyable, useful and important, with importance highest (M = 8.96) — related
- Teachers who engaged with EducaSim generally viewed it as a positive experience — related
- Students most enjoyed creating images with AI, followed by generating text, with video creation least favoured — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
simulation-most-appreciated-part-ibuddy |
title |
The simulation with the creation of the artificial buddy was the most appreciated part of the session (45.40% of open answers) |
description |
The simulation with the creation of the artificial buddy was the most appreciated part of the session (45.40% of open answers) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — luca-botturi-2024, luca-botturi-2024-2 |
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