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.

翻译：网络欺凌损害青少年的心理健康，教导他们进行正直干预至关重要。巫师实验研究表明，聊天机器人能够规模化推广个性化与互动式的网络欺凌教育，但实现此类聊天机器人是一项既具挑战又需谨慎的任务。我们为K-12教师创建了一个无代码的聊天机器人设计工具。借助大型语言模型和提示链，该工具使教师能够原型化定制的对话流程和聊天机器人表达。通过提供此工具，我们探讨了教师在设计辅助教学的聊天机器人时的独特需求，以及聊天机器人设计工具如何更好地支持他们。我们的研究结果表明，教师热情欢迎该工具。此外，他们将自身视为导演，引导着学生与聊天机器人的行为，同时允许一定程度的即兴发挥。他们的目标是让学生在安全环境中演练面对网络欺凌时既可取也不可取的反应。我们讨论了LLM链为赋能教师提供的设计机遇，以及这项工作开辟的研究前景。