Serious Game-Based School Intervention to Enhance Socio-Emotional Competence and Well-Being in European Adolescents
Trial Parameters
Brief Summary
The goal of this study is to evaluate whether a digital, game-based social-emotional education intervention (SEL4@ll) can improve socio-emotional competencies, well-being, and inclusion in primary and secondary school students aged 10-16 across four European countries. The main questions it aims to answer are: * Does participating in the SEL4@ll serious game increase students' socio-emotional competencies, such as self-awareness, empathy, and decision-making? * Does the program enhance students' sense of well-being and social inclusion within the classroom environment? Researchers will compare outcomes between students who participate in the SEL4@ll intervention and those in the control group who follow standard curricular activities to see if the game-based program leads to significant improvements. Participants will: * Play a serious game focused on five themed "portals" that develop emotional intelligence, leadership, gratitude, resilience, and justice. * Complete questionnaires at three different time points (pre-, post-, and follow-up) to assess changes in competencies. * Take part in focus groups (students) and provide implementation feedback (teachers). * Engage in teacher-led activities and worksheets designed to support reflection and integration of SEL4@ll content.
Eligibility Criteria
Inclusion Criteria Participants must meet all of the following criteria to be included in the study: * Be within the target age range (typically 10-16 years old, corresponding to 5th-6th grade of primary or 1st-4th year of secondary education). * Have written informed consent provided by a parent or legal guardian. * Complete all three measurement points (pre-test, post-test, and follow-up assessments). * Attend school regularly (i.e., not chronically absent). Exclusion Criteria Participants will be excluded from the study if they: * Do not obtain parental/legal guardian consent. * Have significant cognitive, developmental, or language impairments that prevent them from understanding or completing the intervention or assessment tools. * Are absent for a prolonged period during the implementation phase (e.g., due to illness, transfer, or other reasons). * Participate in another intervention targeting similar outcomes during the study period, which may confound results.