A Piece of Theatre: Investigating How Teachers Design LLM Chatbots to
  Assist Adolescent Cyberbullying Education
Michael A. Hedderich Natalie N. Bazarova Wenting Zou Ryun Shim Xinda Ma Qian Yang
Cyberbullying harms teenagers' mental health, and teaching them upstanding
intervention is crucial. Wizard-of-Oz studies show chatbots can scale up
personalized and interactive cyberbullying education, but implementing such
chatbots is a challenging and delicate task. We created a no-code chatbot
design tool for K-12 teachers. Using large language models and prompt chaining,
our tool allows teachers to prototype bespoke dialogue flows and chatbot
utterances. In offering this tool, we explore teachers' distinctive needs when
designing chatbots to assist their teaching, and how chatbot design tools might
better support them. Our findings reveal that teachers welcome the tool
enthusiastically. Moreover, they see themselves as playwrights guiding both the
students' and the chatbot's behaviors, while allowing for some improvisation.
Their goal is to enable students to rehearse both desirable and undesirable
reactions to cyberbullying in a safe environment. We discuss the design
opportunities LLM-Chains offer for empowering teachers and the research
opportunities this work opens up.