Effectiveness of video games in the emotional regulation of students
DOI:
https://doi.org/10.51302/tce.2024.21317Keywords:
video game, serious game, digital game, gamification, emotional regulation, self control, anxiety, depressionAbstract
The success of new teaching and learning processes includes indicators such as effective emotional regulation skills and, as a result, healthy social and emotional development and a positive classroom climate. However, in recent years there has been an increase in emotional and behavioral symptoms, clinical and subclinical, among students (men and women) that directly affect the emotional climate of the classroom. Video games can be an accessible vehicle for students to learn to control and manage their emotions by overcoming recognized barriers in traditional prevention and intervention programs, lack of motivation and commitment. The aim of this review is to analyze the level of effectiveness, feasibility and acceptability of video games designed to train emotional regulation skills in children and adolescents aged 6 to 18 years, in samples classified as universal population, at risk, and diagnosed. Scopus, Web of Science, PubMed, ERIC, IEEE Xplore and ACM Digital Library databases were used, the guidelines of the PRISMA declaration were followed and standardized effect sizes (g of Hedge) were calculated. The results show that video games can be effective in learning emotional regulation strategies and reducing symptoms related to depression, anxiety and lack of impulse control. While this does not always imply a clinically significant change, it suggests that these video games can be valuable in the school context as preventive action and as support for children and adolescents diagnosed.
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