Liverman Elizabeth, Antognoli David, Elaiho Cordelia, McGuire Madison, Stoltenburg Abbey, Navarrete Angel, Bates Garrett, Chelius Thomas, Gundacker Constance, Lumelsky Paula, Currie Brandon, Meurer John
School of Medicine, Medical College of Wisconsin, 8701 Watertown Plank Road, Milwaukee, WI, 53226, United States, 1 4145100375.
School of Design, Columbia College Chicago, Chicago, IL, United States.
JMIR Form Res. 2025 Jul 24;9:e67550. doi: 10.2196/67550.
Adverse childhood experiences such as violence, substance use, and family disruption disproportionately affect youth in urban communities, increasing the risk of emotional and behavioral challenges. Social-emotional learning (SEL) and trauma-informed programming are effective strategies for mitigating these effects, fostering resilience, and promoting mental well-being. Game-based learning is a promising, engaging method for delivering SEL content. STRYV365 developed Brain Agents, a trauma-informed, game-based SEL intervention aimed at improving emotional regulation, coping strategies, and interpersonal skills among students in grades 5 through 9.
This study explored students' experiences with and perceptions of Brain Agents, evaluating its effectiveness in fostering SEL skills and resilience across 4 diverse urban schools in Milwaukee, Wisconsin.
A cluster-randomized, incomplete block factorial crossover design was implemented from 2022-2024. Of 1626 eligible students, 329 (20%) had caregiver consent and student assent. Among these, 180 students in grades 5-9 played Brain Agents at school over 4-5 weeks, for an average of 10 sessions and 23 minutes per session. SEL-related outcomes were assessed using surveys, focus groups, and interviews. Qualitative data were analyzed using Dedoose software, with thematic coding conducted by multiple coders to ensure reliability.
Student demographics included 189/321 (58.9%) Black, 112/321 (34.9%) White, and 221/321 (68.8%) from economically disadvantaged backgrounds. Baseline surveys of 277 children revealed that 202 (72.9%) of students had experienced the death of someone close, 147 (53.1%) had a close contact incarcerated, and 39 (14.1%) reported feeling nervous or anxious daily. Strengths included 230 (83.0%) students reporting life satisfaction and 183 (66.1%) able to calm down when upset. Game performance data from 328 students indicated varying levels of achievement, with a median of 3 (IQR 1.5-4) missions completed, 4 (IQR 2-6) stars earned, 8 positive energies collected, and 2 (IQR 1-2.5) crew members rescued. Grades 7-8 had the highest engagement, while grade 9 students had the lowest participation. Qualitative analysis from 62 participants identified 8 core themes: qualities of most pride, neighborhood relationships, challenges in life, emotions associated with loss of control, coping strategies, future goals, experiences with Brain Agents, and suggestions to improve the game. Students most frequently cited anger as a cause of emotional dysregulation and named coping strategies such as self-calming, asking for help, and perseverance. Feedback on Brain Agents highlighted improved focus, emotional control, and critical thinking, with younger students more positively engaged. Suggested improvements included better graphics, more customization, and cooperative play.
Brain Agents was positively received by students, particularly those in earlier grades, and demonstrated potential as an effective trauma-informed SEL tool. The findings support the role of game-based interventions in enhancing resilience and emotional intelligence among youth exposed to adversity. Broader implementation may extend benefits to diverse student populations and settings.
暴力、物质使用和家庭破裂等童年不良经历对城市社区的青少年影响尤为严重，增加了他们出现情绪和行为问题的风险。社会情感学习（SEL）和创伤知情干预计划是减轻这些影响、培养复原力和促进心理健康的有效策略。基于游戏的学习是一种很有前景且引人入胜的传授SEL内容的方法。STRYV365开发了“大脑特工”，这是一种基于游戏的、考虑到创伤因素的SEL干预措施，旨在提高5至9年级学生的情绪调节能力、应对策略和人际交往能力。
本研究探讨了学生对“大脑特工”的体验和看法，评估了其在威斯康星州密尔沃基市4所不同城市学校培养SEL技能和复原力方面的有效性。
2022年至2024年实施了整群随机、不完全区组析因交叉设计。在1626名符合条件的学生中，329名（20%）获得了家长同意和学生同意。其中，180名5至9年级的学生在学校玩了4至5周的“大脑特工”，平均进行了10次课程，每次课程23分钟。使用调查、焦点小组和访谈评估与SEL相关的结果。定性数据使用Dedoose软件进行分析，由多名编码员进行主题编码以确保可靠性。
学生人口统计学数据包括189/321（58.9%）为黑人，112/321（34.9%）为白人，221/321（68.8%）来自经济弱势背景。对277名儿童的基线调查显示，202名（72.9%）学生经历过亲近的人死亡，147名（53.1%）有近亲被监禁，39名（14.1%）报告每天感到紧张或焦虑。优点包括230名（83.0%）学生报告对生活满意，183名（66.1%）学生在心烦意乱时能够冷静下来。328名学生的游戏表现数据显示成绩水平各不相同，完成任务的中位数为3（四分位间距1.5 - 4），获得星星的中位数为4（四分位间距2 - 6），收集到的正能量为8个，救出的船员中位数为2（四分位间距1 - 2.5）。7至8年级的参与度最高，而9年级学生的参与度最低。对62名参与者的定性分析确定了8个核心主题：最引以为傲的品质、邻里关系、生活中的挑战、与失去控制相关的情绪、应对策略、未来目标、对“大脑特工”的体验以及改进游戏的建议。学生最常提到愤怒是情绪失调的原因，并列举了自我平静、寻求帮助和坚持不懈等应对策略。对“大脑特工”的反馈突出了注意力的提高、情绪控制和批判性思维，低年级学生的参与度更高。建议的改进包括更好的图形、更多的定制和合作游戏。
“大脑特工”受到了学生的积极认可，尤其是低年级学生，并显示出作为一种有效的、考虑到创伤因素的SEL工具的潜力。研究结果支持基于游戏的干预措施在增强受逆境影响的青少年的复原力和情商方面的作用。更广泛的实施可能会使更多不同的学生群体和环境受益。
