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Kubota K, Auxier J, Aslan F, Joronen K, Pakarinen A. Gamified Interventions for Promoting the Psychosocial Well-Being of School-Aged Children: A Scoping Review. Games Health J 2024; 13:234-244. [PMID: 38757661 DOI: 10.1089/g4h.2023.0115] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/18/2024] Open
Abstract
Gamified health interventions can offer child-centered and tailored health-promoting strategies. Evidence suggests that its various mechanics foster engagement that can be utilized to promote health and well-being and influence health behavior. At present, psychosocial challenges among school-aged children are becoming a global predicament. We conducted a scoping review to explore the range and nature of evidence on gamified interventions for promoting the psychosocial well-being of school-aged children from the general population. We followed the Arksey and O'Malley framework and extracted sources of evidence from five databases. Our review findings were summarized with basic numerical analysis and provided with narrative accounts based on a gamification taxonomy and the Template for Intervention Description and Replication (TIDieR). We identified 12 gamified interventions and included 23 records that reported their development and evaluation. Theories on emotions, behaviors, social skills, and mental health were commonly applied frameworks. Narrative was found as the most commonly used gamification mechanic (11/12, 91.7%), followed by avatar and tasks (10/12, 83.3%), feedback system and level progression (9/12, 75%), points (7/12, 58.3%), badges (5/12, 41.7%), progress bar (4/12, 33.3%), and virtual goods, reminders, and time pressure (2/12, 16.7%). The included sources of evidence reported significant improvements in some of the measured psychosocial outcomes; however, studies on this domain for this particular target group are still considerably limited. Further research is needed to determine how the applied theories and gamification mechanics brought about the change in psychosocial outcomes, bridging the gap in current evidence.
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Affiliation(s)
- Kaile Kubota
- Department of Nursing Science, Faculty of Medicine, University of Turku, Turku, Finland
| | - Jennifer Auxier
- University of Applied Sciences Leiden, Leiden, The Netherlands
| | - Funda Aslan
- Department of Health Sciences, Çankırı Karatekin University, Cankiri, Turkey
| | - Katja Joronen
- Department of Nursing Science, Faculty of Medicine, University of Turku, Turku, Finland
| | - Anni Pakarinen
- Department of Nursing Science, Faculty of Medicine, University of Turku, Turku, Finland
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Cheng C, Ebrahimi OV. A meta-analytic review of gamified interventions in mental health enhancement. COMPUTERS IN HUMAN BEHAVIOR 2023. [DOI: 10.1016/j.chb.2022.107621] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
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Wright M, Reitegger F, Cela H, Papst A, Gasteiger-Klicpera B. Interventions with Digital Tools for Mental Health Promotion among 11-18 Year Olds: A Systematic Review and Meta-Analysis. J Youth Adolesc 2023; 52:754-779. [PMID: 36754917 PMCID: PMC9907880 DOI: 10.1007/s10964-023-01735-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Accepted: 01/14/2023] [Indexed: 02/10/2023]
Abstract
The availability of digital tools aiming to promote adolescent mental health is rapidly increasing. However, the field lacks an up-to-date and focused review of current evidence. This study thus looked into the characteristics and efficacy of digital, evidence-based mental health programs for youth (11-18 years). The selection procedure followed the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines and resulted in 27 eligible studies. The high heterogeneity of the results calls for careful interpretation. Nevertheless, small, but promising, effects of digital tools were found with respect to promoting well-being, relieving anxiety, and enhancing protective factors. Some important factors influencing overall efficacy include the given setting, the level of guidance and support, and the adherence to the intervention.
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Affiliation(s)
- Michaela Wright
- Research Center for Inclusive Education (RCIE), University of Graz, Graz, Austria.
| | - Franziska Reitegger
- Institute of Education Research and Teacher Education, University of Graz, Graz, Austria
| | - Herald Cela
- Institute of Psychology, University of Graz, Graz, Austria
| | - Andrea Papst
- Institute of Education Research and Teacher Education, University of Graz, Graz, Austria
| | - Barbara Gasteiger-Klicpera
- Research Center for Inclusive Education (RCIE), University of Graz, Graz, Austria ,Institute of Education Research and Teacher Education, University of Graz, Graz, Austria
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Pedrini L, Meloni S, Lanfredi M, Rossi R. School-based interventions to improve emotional regulation skills in adolescent students: A systematic review. J Adolesc 2022; 94:1051-1067. [PMID: 36082432 DOI: 10.1002/jad.12090] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2022] [Revised: 06/07/2022] [Accepted: 08/25/2022] [Indexed: 12/13/2022]
Abstract
INTRODUCTION Emotional regulation (ER) is a core variable involved in the onset and maintenance of mental health disorders; therefore, interventions targeting ER in adolescence represent a promising preventive action. The current systematic review provides a synthesis of the evidence on school-based interventions on ER in adolescent students. METHODS Six electronic databases (Medline, Psychology Database, Embase, Scopus, Psychinfo, and Web of Science) were searched. The methodological quality of the included studies was assessed by the Methodological Index for Nonrandomized Studies. RESULTS A total of 36 studies were identified. The interventions were based on different theoretic frameworks and focused on different components of ER. There were universal interventions that addressed the entire class, as well as interventions for a selected population of at-risk students. Only one-third of the studies were based on manualized programs. Small to moderate effect sizes were found for mental health and ER skills. Only a few studies assessed risky behaviors, and these studies showed a reduction with moderate to large effect size. Studies conducted on high-risk populations showed medium-high effect sizes on ER skills. In contrast, studies conducted on unselected samples of students showed greater variability in the outcome estimates. Acceptability analysis and attendance rates suggested that the interventions were well received by students. The lack of follow-up assessments and the absence of sample-size calculation were the most frequent methodological weaknesses. CONCLUSIONS The content of the present review could be useful for professionals involved in the planning of school psychological services. Overall, the findings of the current review support the applicability and beneficial effect of school-based intervention for adolescents. Moreover, the results clearly point out the utility of a multitiered model to structure coordinated and integrated preventive interventions and to optimize resources.
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Affiliation(s)
- Laura Pedrini
- Unit of Psychiatry, IRCCS Istituto Centro San Giovanni di Dio Fatebenefratelli, Brescia, Italy
| | - Serena Meloni
- Unit of Psychiatry, IRCCS Istituto Centro San Giovanni di Dio Fatebenefratelli, Brescia, Italy
| | - Mariangela Lanfredi
- Unit of Psychiatry, IRCCS Istituto Centro San Giovanni di Dio Fatebenefratelli, Brescia, Italy
| | - Roberta Rossi
- Unit of Psychiatry, IRCCS Istituto Centro San Giovanni di Dio Fatebenefratelli, Brescia, Italy
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Arrivillaga C, Rey L, Extremera N. A mediated path from emotional intelligence to problematic social media use in adolescents: The serial mediation of perceived stress and depressive symptoms. Addict Behav 2022; 124:107095. [PMID: 34479068 DOI: 10.1016/j.addbeh.2021.107095] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Revised: 07/12/2021] [Accepted: 08/20/2021] [Indexed: 12/12/2022]
Abstract
Online social networking is an intrinsic part of present life. However, if individuals believe that some basic psychological needs can only be fulfilled through social networking sites, an addictive pattern of usage may emerge. Problematic social media use (PSMU) is a growing concern in adolescence. The present study aimed at contributing to prior scientific literature by testing a model that considers low emotional intelligence (EI) as a vulnerability factor, perceived stress and depressive symptoms as affective and cognitive responses to conflicting situations, and PSMU as a maladaptive coping mechanism. In this study, 2068 Spanish adolescents (46.2% male, 53.8% female) within the ages of 12 and 19 (M = 14.61, SD = 1.62) completed self-report measures of the above-mentioned constructs. Results indicated that (a) perceived stress was a significant mediator in the association between EI and PSMU, (b) depressive symptoms were a significant mediator in this link, and (c) a significant serial mediation model was supported, in which lower EI predicted higher perceived stress, which contributed to higher levels of depressive symptoms, thus resulting in higher PSMU. These results provide important empirical evidence suggesting promising pathways towards preventing PSMU in adolescents, such as EI training, teaching stress-reduction techniques and focusing on reducing depressive symptoms.
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Affiliation(s)
| | - Lourdes Rey
- University of Málaga, Faculty of Psychology, Spain.
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De la Barrera U, Postigo-Zegarra S, Mónaco E, Gil-Gómez JA, Montoya-Castilla I. Serious game to promote socioemotional learning and mental health ( emoTIC): a study protocol for randomised controlled trial. BMJ Open 2021; 11:e052491. [PMID: 34972764 PMCID: PMC8720981 DOI: 10.1136/bmjopen-2021-052491] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022] Open
Abstract
INTRODUCTION The development of emotional competences may be a protective factor for mental health problems, promoting well-being at such a complex age as adolescence. Technologies may be used to carry out this empowerment because adolescents are attracted to them. The purpose of the study is to design a serious game based on the Mayer et al's emotional intelligence ability model and analyse the effectiveness of the emoTIC programme to develop emotional competences, well-being, mental health, and personal strengths immediately after completion and at 12 months. METHODS AND ANALYSIS The new version of emoTIC will be designed following the suggestions of the adolescents who participated in the pilot study and the results obtained from the statistical analysis. The participants will be 385 adolescents aged 11-16 years who will be randomly assigned to the control group and the experimental group. The experimental group will complete the emoTIC programme. The primary outcomes include emotional competences and subjective well-being. The secondary outcomes are self-esteem; general self-efficacy; personality; social and personal responsibility; school social climate; somatic complaints; depression, anxiety and stress symptoms; emotional and behavioural difficulties; suicidal behaviour; and subjective happiness. Data will be collected at three moments: baseline (T1), immediately post-intervention (T2) and 12-month follow-up (T3). The effectiveness of the programme will be analysed using different statistical packages. ETHICS AND DISSEMINATION The study has been approved by the Ethics Commission of the University of Valencia (H152865096049), and the standards of the Declaration of Helsinki to collect the data will be followed. Results will be disseminated across the scientific community. TRIAL REGISTRATION NUMBER ClinicalTrials.gov Registry (NCT04414449). TRIAL SPONSOR University of Valencia. Principal investigator: Inmaculada Montoya-Castilla.
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Affiliation(s)
- Usue De la Barrera
- Personalidad, Evaluación y Tratamientos Psicológicos, Facultad de Psicología y Logopedia, Universitat de València, Valencia, Spain
| | - Silvia Postigo-Zegarra
- Departamento de Psicología, Facultad de Ciencias de la Salud, Universidad Europea de Valencia, Valencia, Spain
| | - Estefanía Mónaco
- Personalidad, Evaluación y Tratamientos Psicológicos, Facultad de Psicología y Logopedia, Universitat de València, Valencia, Spain
| | - José-Antonio Gil-Gómez
- Instituto Universitario de Investigación en Automática e Informática Industrial, Universitat Politècnica de València, Valencia, Spain
| | - Inmaculada Montoya-Castilla
- Personalidad, Evaluación y Tratamientos Psicológicos, Facultad de Psicología y Logopedia, Universitat de València, Valencia, Spain
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Molero Jurado MDM, Pérez-Fuentes MDC, Martos Martínez Á, Barragán Martín AB, Simón Márquez MDM, Gázquez Linares JJ. Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students. PLoS One 2021; 16:e0253552. [PMID: 34166434 PMCID: PMC8224948 DOI: 10.1371/journal.pone.0253552] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2021] [Accepted: 06/08/2021] [Indexed: 11/30/2022] Open
Abstract
Low performance of high school students and repeating a year are major problems in the education system. Low performance in the classroom generates negative emotions in young people and has been related to development of school burnout. The objective of this study was to analyze the repercussions of academic performance on burnout in high school students, and establish the role of emotional intelligence in this relationship. The sample was made up of 1287 high school students aged 14 to 18, who filled out questionnaires for evaluation of these variables. The results showed that youths who had failed a subject or had repeated a year showed more exhaustion and cynicism than their classmates with better performance and higher academic efficacy. A relationship was also found between school burnout and emotional intelligence in these adolescents, positive for self-efficacy and negative for cynicism and exhaustion. The model results showed that low academic performance affected burnout level, and that stress management and mood in emotional intelligence acted as a mediator in this relationship. In conclusion, development of emotional intelligence programs in the educational context is proposed as a measure for preventing burnout in the face of adverse high school academic events, such as failing or repeating a year.
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Affiliation(s)
| | - María del Carmen Pérez-Fuentes
- Department of Psychology, Faculty of Psychology, University of Almería, Almería, Spain
- Department of Psychology, Faculty of Psychology, Universidad Politécnica y Artística del Paraguay, Asunción, Paraguay
| | | | | | | | - José Jesús Gázquez Linares
- Department of Psychology, Faculty of Psychology, University of Almería, Almería, Spain
- Department of Psychology, Universidad Autónoma de Chile, Providencia, Chile
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