Implementing Student Interaction and Critical Thinking Through the “Is it Cyberbullying?” Video

The video I chose to evaluate is “Is it Cyberbullying?” which is a brief informative digital resource that introduces students to real-life examples of cyberbullying and explains how to respond appropriately. It does not require inherent interaction from students while watching as it is a passive, linear video with no embedded questions. Therefore, it does not force students to respond during playback. However, the clear, relatable examples presented in the video are likely to trigger student reflection and personal connections, especially since many young people have either experienced or witnessed similar behaviour online.

Students are likely to engage with the video through learner-generated responses, such as thinking critically about the examples shown and forming opinions about whether the situations count as cyberbullying. Familiar platforms and realistic scenarios may prompt them to think about their own online behavior or reflect on past incidents involving peers. Some students may choose to take notes or mentally compare the examples to what they already perceive regarding cyberbullying.

To encourage designed interaction, I would assign a follow-up reflection and scenario activity. After watching the video, students would choose one of the three examples and explain how the behavior constitutes cyberbullying. Then, they would write or record a short example of their own, such as creating a fictional case, and determine whether or not it qualifies as cyberbullying, providing reasoning based on the examples in the video provided.

This activity would help students develop media literacy, ethical reasoning, and empathy, while reinforcing their understanding of key concepts such as intent, harm, and digital responsibility. The activity encourages critical thinking by requiring students to apply definitions and reasoning from the video to new contexts.

Students could complete the activity using a variety of mediums, such as writing a short paragraph in Google Docs, recording a short video on WeVideo, or posting on a class Padlet wall. This flexibility supports multiple learning styles and preferences.

To ensure an inclusive learning environment, I would:

• Provide a transcript and captions for the video to support students with hearing difficulties or those learning English.
• Offer multiple response formats (text, audio, video) to accommodate different communication strengths.
• Include a content warning due to the sensitive nature of the topic and ensure students know how to access school counseling resources if needed.
• Facilitate small group discussions for students who benefit from peer interaction before completing the activity.

By integrating this video with thoughtful follow-up and inclusive strategies, students can engage meaningfully with the topic of cyberbullying and build skills to navigate online interactions responsibly.