EmoTIC: Impact of a game-based social-emotional programme on adolescents

PLoS One. 2021 Apr 16;16(4):e0250384. doi: 10.1371/journal.pone.0250384. eCollection 2021.

Abstract

Introduction: Technologies provide a brilliant opportunity to promote social-emotional competences, well-being and adjustment in adolescence. Game-based programmes and serious games are digital tools that pursue an educational goal in an attractive environment for adolescents. The purpose of this study was therefore to determine the effectiveness of emoTIC, a game-based social-emotional programme designed according to Mayer, Caruso, and Salovey's model of emotional intelligence.

Materials and methods: The participants were 119 adolescents between 11 and 15 years, randomly assigned to the experimental group and the control group. The adolescents completed questionnaires to assess their emotional intelligence, self-esteem, affect balance, difficulties, prosocial behaviour, depression, anxiety and stress.

Results: The MANCOVA results showed that adolescents who completed the game-based programme had improved self-esteem, affect balance, emotional symptoms, behavioural problems, and hyperactivity (Wilks' λ = .77; F = 2.10; p = .035). Hierarchical multiple regression indicated that adolescents in the experimental group had a greater change in self-esteem and affect balance (positive β), while their emotional problems and hyperactivity decreased (negative β). Anxiety moderated the influence of the intervention on self-esteem (b = .04; t = -2.55; p ≤ .05; LLCI = -0.43, ULCI = -0.05). Adolescents with low or medium anxiety improved their self-esteem with the intervention, while those with high anxiety did not develop it.

Conclusions: The use of technology in social-emotional programmes could be the first step in increasing adolescents' interest in emotions and emoTIC could be considered a useful programme which influences their personal, emotional and social factors.

Trial registration: Clinical Trial identifier: NCT04414449.

Publication types

  • Research Support, Non-U.S. Gov't

MeSH terms

  • Adolescent
  • Child
  • Emotional Intelligence
  • Female
  • Games, Experimental*
  • Humans
  • Learning*
  • Male
  • Self Concept
  • Surveys and Questionnaires
  • Video Games*

Associated data

  • ClinicalTrials.gov/NCT04414449

Grants and funding

Funding. The research was supported by grants from the Spanish Ministry of Science, Innovation and Universities (PSI2017-84005-R), the State Agency of Research and the European Regional Development Fund (FEDER) from the European Union; as well as a research fellowship granted by the Regional Government of Valencia and the European Social Fund (ACIF/2018/033). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.