Eficacia de los videojuegos en la regulación emocional de los estudiantes
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https://doi.org/10.51302/tce.2024.21317Palabras clave:
videojuego, juego serio, juego digital, gamificación, regulación emocional, autocontrol, ansiedad, depresiónResumen
El éxito de los nuevos procesos de enseñanza-aprendizaje incluye la adquisición de habilidades de regulación emocional efectivas y, como consecuencia, un desarrollo social y emocional saludable. Sin embargo, en los últimos años ha habido un aumento de síntomas emocionales y conductuales, clínicos y subclínicos, entre los estudiantes (hombres y mujeres) que afectan directamente al clima emocional del aula. Los videojuegos pueden ser un vehículo accesible para que el alumnado aprenda a controlar y gestionar sus emociones superando barreras reconocidas en los programas de prevención e intervención tradicionales, como la falta de motivación y compromiso. El objetivo de esta revisión es analizar el nivel de eficacia, factibilidad y aceptabilidad de los videojuegos diseñados para entrenar habilidades de regulación emocional en niños y adolescentes de 6 a 18 años, en muestras clasificadas como población universal, en riesgo y diagnosticadas. Para ello se utilizaron las bases de datos Scopus, Web of Science, PubMed, ERIC, IEEE Xplore y ACM Digital Library, se siguieron las pautas de la declaración PRISMA y se calcularon tamaños de efecto estandarizados (g de Hedge). Los resultados muestran que los videojuegos pueden ser efectivos en el aprendizaje de estrategias de regulación emocional y en la reducción de síntomas relacionados con la depresión, la ansiedad y la falta del control de impulsos. Si bien esto no siempre implica un cambio clínicamente significativo, sugiere que estos videojuegos pueden ser valiosos en el contexto escolar como acción preventiva y como apoyo a niños y adolescentes diagnosticados.
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Derechos de autor 2024 María Isabel Gómez León
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
