利用技术解决大流行病期间的社会情感学习问题:疗效试验结果

Kylie S. Flynn, Linlin Li, Chun-Wei Huang, Ruchita Patel, Kim Luttgen, Shuangting Yang, Eunice Chow
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引用次数: 0

摘要

我们采用分组随机对照试验的方法,研究了基于技术和游戏的社交情感项目 "S.S. GRIN 号上的冒险"(Adventures Aboard the S.S. GRIN)对学生社交技能发展的影响。加利福尼亚州四个公立学校学区的 88 个三年级班级(1645 名三年级学生)被随机分配到治疗班或对照班。对学生人口统计学数据的分析表明,49%的学生为男性,51%为女性,约三分之一为拉丁裔,约 50%的学生有资格享受免费或减免午餐。两级分层线性模型分析结果表明,"历险记 "对学生的社会情感学习(SEL)技能产生了显著而有意义的影响。历险活动的研究结果为支持所有学生(包括那些被教师认定为有社交情感问题的学生)的努力提供了新的启示。它还拓展了我们对技术在解决 SEL 能力方面的潜在作用的认识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Leveraging technology to address social-emotional learning during the pandemic: Findings from an efficacy trial

We used a cluster-randomized controlled trial to examine the impacts of a technology- and game-based social-emotional program, the Adventures Aboard the S.S. GRIN (Adventures), on students’ social skills development. Eighty-eight third-grade classrooms (N = 1645 third-grade students) across four California public school districts were randomized to treatment or control. Analysis of student demographic data indicated that 49 % were male, 51 % were female, approximately one-third were Latinx, and about 50 % qualified for free and reduced lunch. Two-level hierarchical linear model analysis results indicated that Adventures had significant and meaningful impacts on students’ social-emotional learning (SEL) skills. The findings of Adventures shine new lights on a growing effort to support all students, including those identified by their teachers as having social-emotional challenges. It also expands our knowledge about the potential role of technology in addressing SEL competencies.

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