Children’s perspectives on using serious games as a complement to promoting their social–emotional skills

Detalhes bibliográficos
Autor(a) principal: Xavier, Ana
Data de Publicação: 2022
Outros Autores: Vagos, Paula, Palmeira, Lara, Menezes, Paulo, Patrão, Bruno, Pereira, Sónia, Rocha, Vanessa, Mendes, Sofia, Tavares, Marta
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/11328/4513
https://doi.org/10.3390/ ijerph19159613
Resumo: The use of serious games may be an appealing and complementary way to motivate curriculum-based social and emotional learning (SEL); still, investigation into this potential usefulness is scarce. This study aims to address the usefulness of serious games within the program ‘Me and Us of Emotions’. Specifically, we analyzed the differences in children’s satisfaction in sessions that did or did not use serious games as a complement to the intervention, explored the contribution of using serious games to the global satisfaction with the program, and explored children’s qualitative feedback regarding the sessions. The participants were 232 children (122 boys and 110 girls) aged between 8 and 12 years old (M = 9.09, SD = 0.80). The measures were based on the subjective appraisals of the sessions made by the participating children, including quantitative and qualitative assessments of the degree of satisfaction of the participants. The results showed that there were similar levels of satisfaction with the sessions that did or did not use serious games as a complement to the program. However, only satisfaction with the sessions that used serious games (and not satisfaction with the sessions that did not use them) contributed significantly to explaining both the enjoyment of the activities and the interest in the subjects. Satisfaction with serious games was significantly and positively associated with fun, easiness, ability to understand the session, and ability to cope with emotions. Qualitative analysis showed three main themes, namely: positive aspects, negative aspects, and opportunities for improvement of the program. Overall, these results indicate that children’s satisfaction with the ‘Me and Us of Emotions’ program is related to serious games, suggesting the relevance of using this complementary tool more often when intervening with younger generations.
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spelling Children’s perspectives on using serious games as a complement to promoting their social–emotional skillsSocial–emotional learningSerious gamesThe use of serious games may be an appealing and complementary way to motivate curriculum-based social and emotional learning (SEL); still, investigation into this potential usefulness is scarce. This study aims to address the usefulness of serious games within the program ‘Me and Us of Emotions’. Specifically, we analyzed the differences in children’s satisfaction in sessions that did or did not use serious games as a complement to the intervention, explored the contribution of using serious games to the global satisfaction with the program, and explored children’s qualitative feedback regarding the sessions. The participants were 232 children (122 boys and 110 girls) aged between 8 and 12 years old (M = 9.09, SD = 0.80). The measures were based on the subjective appraisals of the sessions made by the participating children, including quantitative and qualitative assessments of the degree of satisfaction of the participants. The results showed that there were similar levels of satisfaction with the sessions that did or did not use serious games as a complement to the program. However, only satisfaction with the sessions that used serious games (and not satisfaction with the sessions that did not use them) contributed significantly to explaining both the enjoyment of the activities and the interest in the subjects. Satisfaction with serious games was significantly and positively associated with fun, easiness, ability to understand the session, and ability to cope with emotions. Qualitative analysis showed three main themes, namely: positive aspects, negative aspects, and opportunities for improvement of the program. Overall, these results indicate that children’s satisfaction with the ‘Me and Us of Emotions’ program is related to serious games, suggesting the relevance of using this complementary tool more often when intervening with younger generations.MDPI2022-10-25T17:03:33Z2022-10-252022-08-04T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfXavier, A., Vagos, P., Palmeira, L., Menezes, P., Patrão, B., Pereira, S., Rocha, V., Mendes, S., & Tavares, M. (2022). Children’s perspectives on using serious games as a complement to promoting their social–emotional skills. International Journal of Environmental Research and Public HealthInt, 19(9613), 1-10. https://doi.org/10.3390/ ijerph19159613. Repositório Institucional UPT. http://hdl.handle.net/11328/4513http://hdl.handle.net/11328/4513Xavier, A., Vagos, P., Palmeira, L., Menezes, P., Patrão, B., Pereira, S., Rocha, V., Mendes, S., & Tavares, M. (2022). Children’s perspectives on using serious games as a complement to promoting their social–emotional skills. International Journal of Environmental Research and Public HealthInt, 19(9613), 1-10. https://doi.org/10.3390/ ijerph19159613. Repositório Institucional UPT. http://hdl.handle.net/11328/4513http://hdl.handle.net/11328/4513https://doi.org/10.3390/ ijerph19159613eng1660-4601 (Electronic)1661-7827 (Print)http://www.mdpi.com/journal/ijerphhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessXavier, AnaVagos, PaulaPalmeira, LaraMenezes, PauloPatrão, BrunoPereira, SóniaRocha, VanessaMendes, SofiaTavares, Martareponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-16T02:12:32Zoai:repositorio.upt.pt:11328/4513Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:41:23.342742Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Children’s perspectives on using serious games as a complement to promoting their social–emotional skills
title Children’s perspectives on using serious games as a complement to promoting their social–emotional skills
spellingShingle Children’s perspectives on using serious games as a complement to promoting their social–emotional skills
Xavier, Ana
Social–emotional learning
Serious games
title_short Children’s perspectives on using serious games as a complement to promoting their social–emotional skills
title_full Children’s perspectives on using serious games as a complement to promoting their social–emotional skills
title_fullStr Children’s perspectives on using serious games as a complement to promoting their social–emotional skills
title_full_unstemmed Children’s perspectives on using serious games as a complement to promoting their social–emotional skills
title_sort Children’s perspectives on using serious games as a complement to promoting their social–emotional skills
author Xavier, Ana
author_facet Xavier, Ana
Vagos, Paula
Palmeira, Lara
Menezes, Paulo
Patrão, Bruno
Pereira, Sónia
Rocha, Vanessa
Mendes, Sofia
Tavares, Marta
author_role author
author2 Vagos, Paula
Palmeira, Lara
Menezes, Paulo
Patrão, Bruno
Pereira, Sónia
Rocha, Vanessa
Mendes, Sofia
Tavares, Marta
author2_role author
author
author
author
author
author
author
author
dc.contributor.author.fl_str_mv Xavier, Ana
Vagos, Paula
Palmeira, Lara
Menezes, Paulo
Patrão, Bruno
Pereira, Sónia
Rocha, Vanessa
Mendes, Sofia
Tavares, Marta
dc.subject.por.fl_str_mv Social–emotional learning
Serious games
topic Social–emotional learning
Serious games
description The use of serious games may be an appealing and complementary way to motivate curriculum-based social and emotional learning (SEL); still, investigation into this potential usefulness is scarce. This study aims to address the usefulness of serious games within the program ‘Me and Us of Emotions’. Specifically, we analyzed the differences in children’s satisfaction in sessions that did or did not use serious games as a complement to the intervention, explored the contribution of using serious games to the global satisfaction with the program, and explored children’s qualitative feedback regarding the sessions. The participants were 232 children (122 boys and 110 girls) aged between 8 and 12 years old (M = 9.09, SD = 0.80). The measures were based on the subjective appraisals of the sessions made by the participating children, including quantitative and qualitative assessments of the degree of satisfaction of the participants. The results showed that there were similar levels of satisfaction with the sessions that did or did not use serious games as a complement to the program. However, only satisfaction with the sessions that used serious games (and not satisfaction with the sessions that did not use them) contributed significantly to explaining both the enjoyment of the activities and the interest in the subjects. Satisfaction with serious games was significantly and positively associated with fun, easiness, ability to understand the session, and ability to cope with emotions. Qualitative analysis showed three main themes, namely: positive aspects, negative aspects, and opportunities for improvement of the program. Overall, these results indicate that children’s satisfaction with the ‘Me and Us of Emotions’ program is related to serious games, suggesting the relevance of using this complementary tool more often when intervening with younger generations.
publishDate 2022
dc.date.none.fl_str_mv 2022-10-25T17:03:33Z
2022-10-25
2022-08-04T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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status_str publishedVersion
dc.identifier.uri.fl_str_mv Xavier, A., Vagos, P., Palmeira, L., Menezes, P., Patrão, B., Pereira, S., Rocha, V., Mendes, S., & Tavares, M. (2022). Children’s perspectives on using serious games as a complement to promoting their social–emotional skills. International Journal of Environmental Research and Public HealthInt, 19(9613), 1-10. https://doi.org/10.3390/ ijerph19159613. Repositório Institucional UPT. http://hdl.handle.net/11328/4513
http://hdl.handle.net/11328/4513
Xavier, A., Vagos, P., Palmeira, L., Menezes, P., Patrão, B., Pereira, S., Rocha, V., Mendes, S., & Tavares, M. (2022). Children’s perspectives on using serious games as a complement to promoting their social–emotional skills. International Journal of Environmental Research and Public HealthInt, 19(9613), 1-10. https://doi.org/10.3390/ ijerph19159613. Repositório Institucional UPT. http://hdl.handle.net/11328/4513
http://hdl.handle.net/11328/4513
https://doi.org/10.3390/ ijerph19159613
identifier_str_mv Xavier, A., Vagos, P., Palmeira, L., Menezes, P., Patrão, B., Pereira, S., Rocha, V., Mendes, S., & Tavares, M. (2022). Children’s perspectives on using serious games as a complement to promoting their social–emotional skills. International Journal of Environmental Research and Public HealthInt, 19(9613), 1-10. https://doi.org/10.3390/ ijerph19159613. Repositório Institucional UPT. http://hdl.handle.net/11328/4513
url http://hdl.handle.net/11328/4513
https://doi.org/10.3390/ ijerph19159613
dc.language.iso.fl_str_mv eng
language eng
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1661-7827 (Print)
http://www.mdpi.com/journal/ijerph
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