Dr. Sasha Lynn & Prof. Annemaree Carroll, The University of Queensland
Explicit teaching of social and emotional learning (SEL) in schools enhances academic achievement and supports positive relationships, social connectedness, and general well-being throughout the lifespan (Durlak et al., 2011; Goldberg et al., 2018). The issue, however, is the manner in which SEL interventions are implemented. Often SEL is perceived as an ‘add on’ to the formal curriculum and, as a result, SEL is not treated with the same level of importance despite many interventions directly linking to key curriculum areas (Carroll et al., 2017; Cornell et al., 2017; Roberts, 2006). As a consequence, SEL may be delivered in a static, ‘standard’ manner, with limited sustainability and ongoing positive outcomes.
Recent years have seen innovative developments in the delivery of both curriculum and SEL interventions to enhance fidelity and sustainability. One specific method that may enhance the benefits of SEL is gamification which involves the application of game-based elements to non-game contexts. Gamification has shown benefits in business, tertiary, and school sectors (Fotaris et al., 2016; Light & Pierson, 2014) leading to enhanced engagement and learning (Kapp, 2012).
To explore innovative ways to enhance SEL within schools, we examined the effectiveness of gamification as a mode of delivering SEL strategies through the Mindfields High School Junior (MHS-J), an SEL program developed at The University of Queensland for use within junior secondary classrooms. In total, 429 students (aged 12 to 13 years) participated in a mixed-methods study to explore changes in outcomes pre- to post- intervention across standard, gamified, and waitlist control conditions. Examples of gamified mechanics utilized in the program included incorporating a narrative storyline, use of badges, healthy competition, group collaboration through a shared project, potential for leader boards and interaction with other participating classes, and digital enhancements through multimedia. These mechanics were delivered via audio clips, engaging ‘choose your own adventure’ style stories, personal workbooks, teacher-supported activities, movie clips, and an online platform where badges and progress could be tracked. Such gamification techniques supported a novel, fun, and experiential approach to SEL curriculum. Teacher- and student-participants completed surveys and participated in follow-up interviews to explore perceptions and factors that may affect how SEL interventions are received in school settings.
Findings highlighted that gamification elements may offer a point of difference in delivering SEL interventions. Pre- and post- survey data demonstrated that participants in the gamified intervention group displayed a greater increase in emotional engagement compared to the standard or waitlist conditions as well as greater social awareness than the standard intervention group. These findings were further supported through the qualitative thematic analysis, whereby participants in the gamified group indicated greater improvements in emotion understanding, relationships, engagement with materials, and retention of skills than those in the standard intervention condition. Overall, all participating students found the MHS-J intervention to be a positive experience, both personally and in school life. Importantly, teacher and student responses were shaped by a range of internal and external factors that were influenced by broader contextual frameworks such as government policies and curriculum legislation. Further research is vital to explore these findings.
This research offers great potential to further understand the links between education, SEL, and gamification, utilizing innovative methods to engage students and make a positive impact on learning in the classroom. There is no “one size fits all” approach to SEL interventions; however, through careful planning, design, flexibility, and adaptability, vital social and emotional skills can be effectively taught to students, with the potential to benefit students, teachers, and the wider community.
AERA SEL SIG 