Instituto de Desenvolvimento Humano Portucalense, Universidade Portucalense Infante D. Henrique, 4200-072 Porto, Portugal.
Faculty of Psychology and Educational Sciences, Center for Research in Neuropsychology and Cognitive and Behavioural Intervention (CINEICC), University of Coimbra, 3000-115 Coimbra, Portugal.
Int J Environ Res Public Health. 2022 Aug 4;19(15):9613. doi: 10.3390/ijerph19159613.
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 ( = 9.09, = 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.
使用严肃游戏可能是激发基于课程的社会情感学习（SEL）的一种吸引人且互补的方式；尽管如此，对于这种潜在用途的研究却很少。本研究旨在探讨严肃游戏在“情感的我和我们”项目中的有用性。具体来说，我们分析了在干预中使用严肃游戏作为补充的课程中，儿童满意度的差异，探讨了使用严肃游戏对项目整体满意度的贡献，并探讨了儿童对课程的定性反馈。参与者为 232 名 8 至 12 岁的儿童（122 名男孩和 110 名女孩， = 9.09， = 0.80）。该测量基于参与儿童对课程的主观评价，包括对参与者满意度的定量和定性评估。结果表明，使用严肃游戏作为项目补充的课程与不使用严肃游戏的课程具有相似的满意度水平。然而，只有使用严肃游戏的课程满意度（而不是不使用严肃游戏的课程满意度）对解释活动的享受和对主题的兴趣有显著贡献。对严肃游戏的满意度与乐趣、轻松度、理解课程的能力和应对情绪的能力呈显著正相关。定性分析显示了三个主要主题，即：积极方面、消极方面和项目改进机会。总体而言，这些结果表明，儿童对“情感的我和我们”项目的满意度与严肃游戏有关，这表明在干预年轻一代时更经常使用这种补充工具的相关性。
