Analysis of the Effects of two Gamified Emotional Education Software’s in Emotional and Well-being Variables in Spanish Children and Adolescents

Thumbnail
View/Open
Issue date
2018
Author
Ros Morente, Agnès
Cabello Cuenca, Enric
Filella Guiu, Gemma
Suggested citation
Ros Morente, Agnès; Cabello Cuenca, Enric; Filella Guiu, Gemma; . (2018) . Analysis of the Effects of two Gamified Emotional Education Software’s in Emotional and Well-being Variables in Spanish Children and Adolescents. International Journal of Emerging Technologies in Learning, 2018, vol. 13, núm. 9, p. 148-159. https://doi.org/10.3991/ijet.v13i09.7841.
Impact

Google Scholar logo  Google Scholar
Share
Export to Mendeley
Metadata
Show full item record
Abstract
The aim of the present research is to explore the differences among emotional and well-being variables in primary and secondary education students after undergoing the software’s Happy 8-12 and Happy 12-16 during an academic course. These innovative software’s are focused in the training of the basic emotional competences. The study has a pre-post quasi-experimental design with a control group. A total of 574 primary education students and 903 secondary education students participated in the study. Results show that the training of the emotional competences with novel methods, such as gamified software’s, improves the emotional competences, reduces anxiety and enhances academic achievement in a sample of Spanish students
URI
http://hdl.handle.net/10459.1/64965
DOI
https://doi.org/10.3991/ijet.v13i09.7841
Is part of
International Journal of Emerging Technologies in Learning, 2018, vol. 13, núm. 9, p. 148-159
Collections

The following license files are associated with this item:

cc-by (c) Agnès Ros-Morente et al., 2018
Except where otherwise noted, this item's license is described as cc-by (c) Agnès Ros-Morente et al., 2018