Integrating Social–Emotional Learning Into Gamified Flipped Classrooms: Impacts on Emotion Regulation, Achievement and Communication Tendency.
Background: Social–emotional practices are crucial in today's educational landscape, fostering students' emotional intelligence, resilience and interpersonal skills. Integrating these practices into the gamified flipped classroom approach creates an enriched learning environment. However, there exis...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 1; pp. 1 - 21 |
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| Autores principales: | , , |
| Formato: | clinical trial forms pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=183981458&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183981458 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2025 vid: 41 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 183981458 183981458 183981458 10.1111/jcal.13109 183981458 ppf: 1 ppct: 20 formats: tig: atl: Integrating Social–Emotional Learning Into Gamified Flipped Classrooms: Impacts on Emotion Regulation, Achievement and Communication Tendency. aug: au: Nguyen, Vu Thanh Tam Chen, Hsiu‐Ling Nguyen, Van Tran Kieu affil: Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan sug: subj: Emotional Intelligence Education Social Skills Training Students, College Psychosocial Factors Integrated Curriculum Learning Environment Gamification Learning Methods Emotional Regulation Evaluation Achievement Evaluation Communication Evaluation Collaboration Evaluation Outcomes of Education Human Male Female Adolescence Adult Clinical Trials Funding Source Quasi-Experimental Studies Vietnam Unpaired T-Tests Analysis of Covariance Thematic Analysis Interpersonal Relations Self-Awareness Self Care Social Skills Decision Making Meditation Breathing Exercises Optimism Comparative Studies Post Hoc Analysis Power Analysis Data Analysis Software Descriptive Statistics Questionnaires Multimethod Studies Semi-Structured Interview Pretest-Posttest Control Group Design Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Background: Social–emotional practices are crucial in today's educational landscape, fostering students' emotional intelligence, resilience and interpersonal skills. Integrating these practices into the gamified flipped classroom approach creates an enriched learning environment. However, there exists a notable research gap regarding the specific implementation and empirical evaluation of social–emotional learning (SEL) strategies within the gamified flipped classroom model specifically tailored for higher education settings. Objectives: This study examined the effects of integrating SEL practices into a gamified flipped‐classroom approach (GFLA) on students' emotional regulation, learning achievement, communication, and collaboration tendencies. Methods: A mixed‐methods quasi‐experimental design was employed, involving 36 students enrolled in a study skills course at a university in Vietnam. Participants were assigned to either the SEL‐enhanced GFLA (SEL‐GFLA) group or the GFLA group. The SEL‐GFLA group experienced SEL practices such as meditation breathing, compliment before feedback and optimistic closure. Results and Conclusions: The findings, analysed using independent t‐tests, ANCOVA and thematic analysis, revealed that integrating SEL practices into the gamified flipped classroom approach positively influenced students' emotion regulation, learning achievement, communication tendency, learning competence support and emotional appraisal support. These results have implications for educators and policy makers, highlighting the benefits of incorporating SEL practices into instructional approaches to enhance students' socio‐emotional and academic outcomes. pubtype: Academic Journal doctype: clinical trial forms pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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