Juegos serios para el desarrollo de habilidades de la inteligencia emocional para el equilibrio interior y la calidad de vida- Una revisión de la literatura (Serious Games for Emotional Intelligence’s Skills Development for Inner Balance and Quality of Life-A Literature Review)

Autores/as

  • Chara Papoutsi Institute of Informatics and Telecommunications, N.C.S.R. ‘Demokritos’, Athens, Greece/ Information and Communication Systems Engineering Department (ICSE), University of the Aegean, Karlovassi, Greece
  • Athanasios Drigas N.C.S.R. "Demokritos"
  • Charalabos Skianis Information and Communication Systems Engineering Department (ICSE), University of the Aegean, Karlovassi, Greece

DOI:

https://doi.org/10.47197/retos.v46.91866

Palabras clave:

Inteligencia emocional, Juegos serios, Habilidades emocionales, Empatía, Salud físico-mental, Calidad de vida (Emotional Intelligence, Serious games, Emotional Skills, Empathy, Physical - Mental health, Quality of Life)

Resumen

El uso de tecnologías para desarrollar juegos serios para la potenciación de las habilidades en el espectro de la inteligencia emocional es de suma importancia y ha dado lugar progresivamente a la aparición de nuevas aplicaciones. Por otro lado, la inteligencia emocional es un concepto muy importante que afecta positivamente a todos los ámbitos de nuestra vida. El objetivo de este trabajo fue realizar una revisión para mostrar el estado actual de los estudios que administran el uso de juegos serios para desarrollar y mejorar la inteligencia emocional, muy importante para nuestra salud física, mental y emocional. La revisión incluyó 14 artículos científicos que cumplieron con los criterios de inclusión desde 2010 hasta 2021. Nuestros hallazgos mostraron que los juegos serios pueden desempeñar un papel importante en el cultivo y la promoción de habilidades de inteligencia emocional que, a su vez, se traducen en una mejor calidad de vida. Futuras investigaciones sobre el tema podrían estudiar y enfocarse más sistemáticamente en la importancia de los juegos serios en el desarrollo de habilidades emocionales en la vida diaria de las personas en general. Sería importante, en otras palabras, investigar si el desarrollo de habilidades emocionales a través del uso de juegos serios se traslada a un contexto más general de la vida personal de los individuos y no solo al realizar la actividad específica durante la investigación.

Abstract. The use of technologies to develop serious games for the enhancement of the abilities in the spectrum of emotional intelligence is of utmost importance and it has led progressively to the appearance of new applications. On the other hand, emotional intelligence is a very important concept that positively affects all areas of our lives. This paper aimed to review to show the current state of the studies that administrate the use of serious games to develop and improve emotional intelligence which is very important for our physical, mental and emotional health. The review included 14 scientific articles that met the inclusion criteria from 2010 until 2021. Our findings showed that serious games can play an important role in cultivating and promoting emotional intelligence skills which in turn results in a better quality of life. Future research on the subject could study and focus more systematically on the importance of serious games in the development of emotional skills in people's daily lives in general. It would be important, in other words, to investigate whether the development of emotional skills through the use of serious games is transferred to a more general context of individuals' personal lives and not just when engaging in the specific activity during the research.

Resumen. El uso de tecnologías para desarrollar juegos serios para la potenciación de las habilidades en el espectro de la inteligencia emocional es de suma importancia y ha dado lugar progresivamente a la aparición de nuevas aplicaciones. Por otro lado, la inteligencia emocional es un concepto muy importante que afecta positivamente a todos los ámbitos de nuestra vida. El objetivo de este trabajo fue realizar una revisión para mostrar el estado actual de los estudios que administran el uso de juegos serios para desarrollar y mejorar la inteligencia emocional, muy importante para nuestra salud física, mental y emocional. La revisión incluyó 14 artículos científicos que cumplieron con los criterios de inclusión desde 2010 hasta 2021. Nuestros hallazgos mostraron que los juegos serios pueden desempeñar un papel importante en el cultivo y la promoción de habilidades de inteligencia emocional que, a su vez, se traducen en una mejor calidad de vida. Futuras investigaciones sobre el tema podrían estudiar y enfocarse más sistemáticamente en la importancia de los juegos serios en el desarrollo de habilidades emocionales en la vida diaria de las personas en general. Sería importante, en otras palabras, investigar si el desarrollo de habilidades emocionales a través del uso de juegos serios se traslada a un contexto más general de la vida personal de los individuos y no solo al realizar la actividad específica durante la investigación.

Citas

Abt, C. C. (1987). Serious games. University press of America.

Aguilar, G. F. (2019). ¿ Jugamos al Súper Mario Bros?: Descripción de una experiencia gamificada en la formación del profesorado de Educación Física. Retos: nuevas tendencias en educación física, deporte y recreación, (36), 529-534.

Almeida, F. (2019). Adoption of a Serious Game in the Developing of Emotional Intelligence Skills. European Journal of Investigation in Health, Psychology and Education, 10(1), 30–43.

Almeida, F., & Simoes, J. (2019). The role of serious games, gamification and Industry 4.0 tools in the Education 4.0 paradigm. Contemporary Educational Technology, 10(2), 120-136.

Anolli, L., Mantovani, F., Confalonieri, L., Ascolese, A., & Peveri, L. (2010). Emotions in serious games: From experience to assessment. International Journal of Emerging Technologies in Learning (iJET), 5(2010).

Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., Freitas, S., Louchart, S. and De Gloria, A. (2015). Mapping learning and game mechanics for serious games analysis. British Journal of Educational Technology, 46(2), 391-411.

Arzone, C., Mottan, K., & Saad, K. M. (2020, July). The Relationship between Gamification and Emo-tional Intelligence among Children with Autism Spectrum Disorder. In International Conference on Special Education In South East Asia Region 10th Series 2020 (pp. 424-433). Redwhite Press.

Becker, K. (2021). What’s the difference between gamification, serious games, educational games, and game-based learning. Acad. Lett, 209.

Behbahani, J., Hajimir, J., Jerus, R., & Behbahani, J. United Journal of Drug Development and Industrial Pharmacy 1(2020), 1-9.

Berenbaum, R., Baum, R., Rosen, A., Reback, T., Abikhzer, J., Naperstak, D., & Tziraki, C. (2020). Focusing on emotional and social intelligence stimulation of people with dementia by playing a serious game–Proof of concept study. Frontiers in Computer Science, 2, 54.

Bermudez Torres, C., & Saenz-López, P. (2019). Emociones en Educación Física. Una revisión bibliográfica (2015-2017) (Emotions in Physical Education. A bibliographic review (2015-2017)). Challenges, 36, 597-603.

Braun, A., März, A., Mertens, F., & Nisser, A. (2020). Rethinking education in the digital age. Brussels European Union. pp. 1, 20.

Calvo-Morata, A., Alonso-Fernández, C., Freire, M., Martínez-Ortiz, I., & Fernández-Manjón, B. (2020). Serious games to prevent and detect bullying and cyberbullying: A systematic serious games and literature review. Computers & Education, 157, 103958.

Cejudo, J., López-Delgado, M. L., & Losada, L. (2019). Effectiveness of the videogame “Spock” for the improvement of the emotional intelligence on psychosocial adjustment in adolescents. Computers in Human Behavior, 101, 380-386.

Chernyshenko, O. S., Kankaraš, M., & Drasgow, F. (2018). Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills.

Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & amp; Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & amp; education, 59(2), 661-686.

DeRosier, M. E., & Thomas, J. M. (2019). Hall of heroes: A digital game for social skills training with young adolescents. International Journal of Computer Games Technology, 2019.

Derryberry, A., 2007. Serious games: online games for learning. Retrieved October 22, 2021, from: https://iktmangud.files.wordpress.com/2014/09/online-games-for-learning.pdf.

Di Fabio, A., & Kenny, M. E. (2016). Promoting well-being: The contribution of emotional intelligence. Frontiers in psychology, 7, 1182.

Drigas A., Angelidakis P., (2017) 'Mobile Applications within Education: An Overview of Application Paradigms in Specific Categories', International Journal of Interactive Mobile Technologies (iJIM), vol. 11, no. 4, p. 17, May. https://doi.org/10.3991/ijim.v11i4. 6589

Drigas, A., & Kokkalia, G., (2014). ICTs in Kindergarten. International Journal of Emerging Technologies in Learning, 9(2). https://doi.org/10.3991/ijet.v9i2.3278

Drigas, A., & Mitsea, E. (2020). The 8 pillars of Metacognition. International Journal of Emerging Technolo-gies in Learning (iJET), 15(21), 162-178.

Drigas, A., & Papoutsi, C. (2016). Games for Empathy for Sensitive Social Groups. International Journal of Recent Contributions from Engineering, Science & IT (iJES), 4(3), 39-43.

Drigas, A. S., & Papoutsi, C. (2018). A new layered model on emotional intelligence. Behavioral Sciences, 8(5), 45.

Drigas, A., & Papoutsi, C. (2019). Emotional Intelligence as an Important Asset for HR in Organizations: Leaders and Employees. International Journal of Advanced Corporate Learning, 12(1).

Drigas, A., & Papoutsi, C. (2020). The Need for Emotional Intelligence Training Education in Critical and Stressful Situations: The Case of Covid-19. Int. J. Recent Contributions Eng. Sci. IT, 8(3), 20-36.

Drigas, A., & Papoutsi, C. (2021). Nine Layer Pyramid Model Questionnaire for Emotional Intelligence. International Journal of Online & Biomedical Engineering, 17(7).

Drigas, A., Papoutsi, C., & Skianis, C. (2021). Metacognitive and Metaemotional Training Strategies through the Nine-layer Pyramid Model of Emotional Intelligence. International Journal of Recent Contributions from Engineering, Science & IT (iJES), 9(4), 58-76.

Drigas A., M. Pappas, (2017). “The Consciousness – Intelligence -Knowledge Pyramid: An 8x8 Layer Model,” International Journal of Recent Contributions from Engineering, Science & IT (iJES), vol. 5, no.3, pp 14-25, https://doi.org/10.3991/ijes.v5i3.7680

Fernández-Abascal, E. G., & Martín-Díaz, M. D. (2015). Dimensions of emotional intelligence related to physical and mental health and to health behaviors. Frontiers in psychology, 6, 317.

Fernández-Aranda, F., Jiménez-Murcia, S., Santamaría, J. J., Gunnard, K., Soto, A., Kalapanidas, E., ... & Penelo, E. (2012). Video games as a complementary therapy tool in mental disorders: PlayMancer, a European multicentre study. Journal of Mental Health, 21(4), 364-374.

Fernández-García, L., & Fernández-Río, J. (2019). Proyecto Wonderwall: identificación y manejo de emociones en la Educación Física de Educación Primaria (Project Wonderwall. Emotions’ identification and management in Primary Education Physical Education). Challenges, 35, 381-386.

Ferreira, P. C., Simão, A. M. V., Paiva, A., Martinho, C., Prada, R., Ferreira, A., & Santos, F. (2021). Exploring empathy in cyberbullying with serious games. Computers & Education, 166, 104155.

Fleming, T. M., Bavin, L., Stasiak, K., Hermansson-Webb, E., Merry, S. N., Cheek, C., ... & Hetrick, S. (2017). Serious games and gamification for mental health: current status and promising directions. Fron-tiers in psychiatry, 7, 215.

Garcia-Garcia, J. M., Penichet, V. M., Lozano, M. D., & Fernando, A. (2021). Using emotion recogni-tion technologies to teach children with autism spectrum disorder how to identify and express emotions. Universal Access in the Information Society, 1-17.

Giessen, H. W. (2015). Serious games effects: an overview. Procedia-Social and Behavioral Sciences, 174, 2240-2244.

González, L. E. Q., Jiménez, F. J., & Moreira, M. A. (2018). Más allá del libro de texto. La gamificación mediada con TIC como alternativa de innovación en Educación Física. Retos: nuevas tendencias en educación física, deporte y recreación, (34), 343-348.

Grossard, C., Grynspan, O., Serret, S., Jouen, A. L., Bailly, K., & Cohen, D. (2017). Serious games to teach social interactions and emotions to individuals with autism spectrum disorders (ASD). Computers & amp; Education, 113, 195-211.

Hassan, A., Pinkwart, N., & Shafi, M. (2021). Serious games to improve social and emotional intelligence in children with autism. Entertainment Computing, 100417.

Hemenover, S. H., & Bowman, N. D. (2018). Video games, emotion, and emotion regulation: Expanding the scope. Annals of the International Communication Association, 42(2), 125-143.

Hendrix, M. A., Protopsaltis, A., Rolland, C., Dunwell, I., de Freitas, S., Arnab, S., Petridis, P. and Lanas, J. (2012). Defining a Metadata Schema for Serious Games as Learning Object. The Fourth International Conference on Mobile, Hybrid, and On-line Learning, pp. 14–19.

Herodotou, C., Kambouri, M., & Winters, N. (2011). The role of trait emotional intelligence in gamers’ preferences for play and frequency of gaming. Computers in Human Behavior, 27(5), 1815–1819.

Iten, N., & Petko, D. (2016). Learning with serious games: Is fun playing the game a predictor of learning success?. British Journal of Educational Technology, 47(1), 151-163.

Jerčić, P., & Sundstedt, V. (2019). Practicing emotion-regulation through biofeedback on the decision-making performance in the context of serious games: A systematic review. Entertainment Computing, 29, 75-86.

Karabatzaki, Z., Stathopoulou, A., Kokkalia, G., Dimitriou, E., Loukeri, P. I., Economou, A., Drigas, A. (2018). Mobile Application Tools for Students in Secondary Education. An Evaluation Study. International Journal of Interactive Mobile Technologies (iJIM), 12(2), 142-161

Karyotaki, M., & Drigas, A. (2016). Online and Other ICT-based Training Tools for Problem-solving Skills. International Journal of Emerging Technologies in Learning, 11(6).

Khaled, R., & Vasalou, A. (2014). Bridging serious games and participatory design. International Journal of Child-Computer Interaction, 2(2), 93-100.

Koivula, M., Huttunen, K., Mustola, M., Lipponen, S., & Laakso, M. L. (2017). The emotion detectives game: Supporting the social-emotional competence of young children. In Serious games and edutainment applications (pp. 29-53). Springer, Cham.

Kokkalia, G., Drigas, A. S., & Economou, A. (2016). Mobile learning for preschool educa-tion. International Journal of Interactive Mobile Technologies, 10(4).

Kokkalia, G., Drigas, A., Economou, A., Roussos, P., & Choli, S. (2017). The Use of Serious Games in Preschool Education. International Journal of Emerging Technologies in Learning, 12(11).

Lara-Cabrera, R., & Camacho, D. (2019). A taxonomy and state of the art revision on affective games. Future Generation Computer Systems, 92, 516-525.

Lee, H. M., & Loo, P. A. (2021). Gamification of Learning in Early Age Education. Journal La Edusci, 2(2), 44-50.

Lim-Fei, V., Woo, H. M., & Lee, M. Y. (2016, September). Serious games to develop social and emo-tional learning in students. In Joint International Conference on Serious Games (pp. 3-12). Springer, Cham.

Marini, D., Medema, W., Adamowski, J., Veissière, S. P., Mayer, I., & Wals, A. E. (2018). Socio-psychological perspectives on the potential for serious games to promote transcendental values in IWRM decision-making. Water, 10(8), 1097.

Maslow, A. H. (1981). Motivation and personality. Prabhat Prakashan.

Mayer, I., Bekebrede, G., Harteveld, C., Warmelink, H., Zhou, Q., Ruijven, T. and Wenzler, I. (2014). The research and evaluation of serious games: Toward a comprehensive methodology. British Journal of Educational Technology, 45(3), 502-527.

McCallum, S. (2012, January). Gamification and serious games for personalized health. In pHealth (pp. 85-96).

McGregor, C., & Bonnis, B. (2016, June). Big data analytics for resilience assessment and development in tactical training serious games. In 2016 IEEE 29th International Symposium on Computer-Based Medical Systems (CBMS) (pp. 158-162). IEEE.

Mena-Moreno, T., Fernández-Aranda, F., Granero, R., Munguía, L., Steward, T., López-González, H., ... & Jiménez-Murcia, S. (2021). A Serious Game to Improve Emotion Regulation in Treatment-Seeking Individuals With Gambling Disorder: A Usability Study. Frontiers in Psychology, 12, 542.

Michael, D. and Chen, S. (2006). Serious games: Games that educate, train, and inform. Education Vol. 1, pp. 287. Thomson Course Technology. [online] Retrieved from: http://portal.acm.org/citation.cfm?id=1051239.

Moreira, P. A., Jacinto, S., Pinheiro, P., Patrício, A., Crusellas, L., Oliveira, J. T., & Dias, A. (2014). Long-term impact of the promotion of social and emotional skills. Psicologia: Reflexão e Crítica, 27, 634-641.

Constantino Murillo, S., & Navia Manzano, J. A. (2021). Analysis of the inclusion level and possible barriers of the development techniques of emotional intelligence and in particular of mindfulness in the area of Physical Education in ESO. Challenges, 41, 562-572.

Nakpong, N., & Chanchalor, S. (2019). Interactive multimedia games to enhance the emotional intelli-gence of deaf and hard of hearing adolescents. International Journal of Instruction, 12(2), 305-320.

Narimani, A., Khaleghi, A., Haedar, H., & Semnani, F. (2019, October). The use of gamification in eval-uating children’s emotional intelligence. In Interactive Mobile Communication, Technologies and Learn-ing (pp. 806-813). Springer, Cham.

Nieto, T. F., Pastor, V. M. L., & Picos, A. P. (2022). A combination of transformative and authentic assessment through ICT in Physical Education. Retos: nuevas tendencias en educación física, deporte y recreación, (44), 728-738.

Papanastasiou, G., Drigas, A., Skianis, C., & Lytras, M. D. (2017). Serious games in K-12 education: Benefits and impacts on students with attention, memory and developmental disabilities. Program, 51(4), 424-440. https://doi.org/10.1108/prog-02-2016-0020

Papoutsi, C., & Drigas, A. (2016). Games for empathy for social impact. International Journal of Engineering Pedagogy, 6(4), 36–40. doi:10.3991/ijep. v6i4.6064

Papoutsi C., Drigas A., Skianis C., (2018) “Mobile Applications to Improve Emotional Intelligence in Autism – A Review,” Int. J. Interact. Mob. Technol. (iJIM); Vol 12, No 6,

Petridis, P., & Traczykowski, L. (2021). Introduction on games, serious games, simulation and gamifica-tion. In Games, Simulations and Playful Learning in Business Education. Edward Elgar Publishing.

Plass, J. L., Homer, B. D., MacNamara, A., Ober, T., Rose, M. C., Pawar, S., ... & Olsen, A. (2020). Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters. Learning and instruction, 70, 101194.

Rahmawati, A., Kaburuan, E. R., Arifianto, A., & Juniati, N. K. (2019). CISELexia: Computer-Based Method for Improving Self-Awareness in Children with Dyslexia. Advances in Science, Technology and Engineering Systems Journal, 4(5), 258-267.

Rego, P., Moreira, P.M. and Reis, L.P. (2010). Serious games for rehabilitation: A survey and a classification towards a taxonomy. 5th Iberian Conference, pp.1,6, 16-19.

Romero, M., Usart, M., & Ott, M. (2015). Can serious games contribute to developing and sustaining 21st century skills?. Games and culture, 10(2), 148-177.

Pozo Rosado, P., Grao-Cruces, A., Ayllon-Negrillo, E., & Pérez-Ordás, R. (2022). Effects on empathy and emotional intelligence of a Teaching Personal and Social Responsibility programme in physical education (Efectos de un programa de Responsabilidad Personal y Social sobre la empatía y la inteligencia emocional en educación física). Challenges, 44, 504-514.

Samani, H., & Polydorou, D. (2017, September). Crossover of affective artificial intelligence between robotics simulator and games. In International Conference on Interactive Collaborative Robotics (pp. 201-208). Springer, Cham.

Santos, J., Jesmin, T., Martis, A., Maunder, M., Cruz, S., Novo, C., ... & Carvalho, C. V. D. (2021). Developing Emotional Intelligence with a Game: The League of Emotions Learners Approach. Computers, 10(8), 97.

Shute, V. J., Ventura, M., & Bauer, M. (2009). Melding the power of serious games and embedded as-sessment to monitor and foster learning: Flow and grow. In Serious games (pp. 317-343). Routledge.

Skaraas, S. B., Gomez, J., & Jaccheri, L. (2018, June). Tappetina's empathy game: a playground of storytelling and emotional understanding. In Proceedings of the 17th ACM Conference on Interaction Design and Children (pp. 509-512).

Spence, S. H. (2003). Social skills training with children and young people: Theory, evidence and practice. Child and Adolescent Mental Health, 8(2), 84-96

Sterkenburg, P., Olivier, L., & Van Rensburg, E. (2019). The effect of a serious game on empathy and prejudice of psychology students towards persons with disabilities. African journal of disability, 8(1), 1-10.

Susi, T., Johannesson, M., & Backlund, P. (2007). Serious games: An overview.

Szewczyk-Zakrzewska, A. (2019). Social skills and understanding emotions by students at technical and non-technical universities. World Transactions on Engineering and Technology Education, 17(1), 110-114.

Tolks, D., Sailer, M., Dadaczynski, K., Lampert, C., Huberty, J., Paulus, P., & Horstmann, D. (2019). ONYA—The wellbeing game: How to use gamification to promote wellbeing. Information, 10(2), 58.

Torres, A. P. V., Portilla, J. L. J., Gurrola, O. C., & Zamarripa, J. (2020). Pokémon GO y su relación con la actividad física, orientación espacial y socialización en usuarios mexicanos. Retos: nuevas tendencias en educación física, deporte y recreación, (38), 727-732.

Villani, D., Carissoli, C., Triberti, S., Marchetti, A., Gilli, G., & Riva, G. (2018). Videogames for emotion regulation: a systematic review. Games for health journal, 7(2), 85-99.

Durán Vinagre, M., Leador Albano, V., Sánchez Herrera, S., & Feu Molina, S. (2021). Motivation and ICT as regulators of physical activity in teenagers: a systematic review. Challenges, 42, 785-797.

Yusoff, A. (2010). A conceptual framework for serious games and its validation (Doctoral dissertation, University of Southampton).

Zakari, H. M., Ma, M., & Simmons, D. (2014). A Review of Serious Games for Children with Autism Spectrum Disorders (ASD). Lecture Notes in Computer Science, 93–106.

Zyda, M. (2005). From visual simulation to virtual reality to games. IEEE Computer Society, 38(9), pp. 25-32.

Descargas

Publicado

2022-09-28

Cómo citar

Papoutsi, C., Drigas, A., & Skianis, C. (2022). Juegos serios para el desarrollo de habilidades de la inteligencia emocional para el equilibrio interior y la calidad de vida- Una revisión de la literatura (Serious Games for Emotional Intelligence’s Skills Development for Inner Balance and Quality of Life-A Literature Review). Retos, 46, 199–208. https://doi.org/10.47197/retos.v46.91866

Número

Sección

Revisiones teóricas, sistemáticas y/o metaanálisis