About this Research Topic
Social and emotional learning (SEL) is a set of teachable competencies or skills considered fundamental to success in school and life (CASEL, 2021; Zins and Elias, 2007). Further, emerging neuroscience research on the brain’s malleability suggests that SEL skills are teachable (Delalande et al., 2019; Kral et al., 2018).
Video games, which can present meaningful situations and choices to players, are a potential practice space to deepen SEL skills. In video games, players have agency over outcomes, which can lead ‘‘deep, socially based emotions” (Isbister, 2016). Recent research findings suggest that “players’ in-game motivational experiences can contribute to affective well-being” (Johannes et al., 2020, p. 12).
Research on educational technology has related formal, non-formal and informal learning results to video games being able to develop socio-emotional learning and socio-emotional competencies (Tsai & Kaufman, 2009, Dormann et al., 2013).
There is evidence in educational research without a common thread that announces positive results in learning with video games related to emotional competencies (Chen et al., 2021).
In turn, the results through the use of open-themed video games highlight the positive effects on well-being, calmness, creativity, the development of empathy, etc. This suggests that this subject put with the requires a specific treatment that yields more significant results and provides innovative scientific evidence.
For this reason, we call on the different researchers in the field of education and its related fields, as well as collaborating sciences such as art, philosophy, computing, history, psychology, etc., whose object of study is the video game and its educational possibilities to contribute to the monograph with their research results.
Some questions related to, but not limited to, this topic:
Socio-emotional competencies and video games
Social-emotional learning and video games
Slow gaming
Calm games
Mindfulness games
Games that cultivate perspective-taking, empathic concern, and compassion
Serious games (with special attention on emotions)
Social impact games/games for change
Literature reviews, scientific essays, and experiences that lead to research results that directly or indirectly link the acquisition of emotional competencies in their different dimensions through the other uses of video games will be accepted. Also encouraged are method reviews, policy and practice reviews, and study protocols. Additionally, we accept briefer article types, including case studies, conceptual analyses, policy briefs, book reviews, and commentaries.
Note for authors: The topic editors are not requesting abstract submissions, so authors can proceed with their manuscript submissions directly.
Video games, which can present meaningful situations and choices to players, are a potential practice space to deepen SEL skills. In video games, players have agency over outcomes, which can lead ‘‘deep, socially based emotions” (Isbister, 2016). Recent research findings suggest that “players’ in-game motivational experiences can contribute to affective well-being” (Johannes et al., 2020, p. 12).
Research on educational technology has related formal, non-formal and informal learning results to video games being able to develop socio-emotional learning and socio-emotional competencies (Tsai & Kaufman, 2009, Dormann et al., 2013).
There is evidence in educational research without a common thread that announces positive results in learning with video games related to emotional competencies (Chen et al., 2021).
In turn, the results through the use of open-themed video games highlight the positive effects on well-being, calmness, creativity, the development of empathy, etc. This suggests that this subject put with the requires a specific treatment that yields more significant results and provides innovative scientific evidence.
For this reason, we call on the different researchers in the field of education and its related fields, as well as collaborating sciences such as art, philosophy, computing, history, psychology, etc., whose object of study is the video game and its educational possibilities to contribute to the monograph with their research results.
Some questions related to, but not limited to, this topic:
Socio-emotional competencies and video games
Social-emotional learning and video games
Slow gaming
Calm games
Mindfulness games
Games that cultivate perspective-taking, empathic concern, and compassion
Serious games (with special attention on emotions)
Social impact games/games for change
Literature reviews, scientific essays, and experiences that lead to research results that directly or indirectly link the acquisition of emotional competencies in their different dimensions through the other uses of video games will be accepted. Also encouraged are method reviews, policy and practice reviews, and study protocols. Additionally, we accept briefer article types, including case studies, conceptual analyses, policy briefs, book reviews, and commentaries.
Note for authors: The topic editors are not requesting abstract submissions, so authors can proceed with their manuscript submissions directly.
Keywords: socio-emotional learning, videogame, meditation game, slow game, well-being games
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
