Maria Priego-Ojeda, Gemma Filella-Guiu, Núria Pérez-Escoda
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Many of these programmes have shown benefits in improving children and adolescents' emotional competencies, but there is a lack of research evidence on programmes that aim to intervene within the family context, putting the focus directly on parents.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>The present study aimed to evaluate the efficacy of <i>Happy for Families</i>, a serious game developed to work on families' emotional competencies.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>A total of 129 Spanish parents, aged 34–60 (83.7% women), were evaluated to explore pretest and posttest measures of the competencies of emotional awareness and regulation, cognitive emotion regulation strategies, parental stress and life satisfaction. Parents were divided into three groups: parents who played with their children (PC), parents who played alone (P) and a control group.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>The results evidenced that after the interaction with <i>Happy for Families</i>, the PC group reported increments in emotional awareness and regulation, as well as in the use of refocus on planning and positive reappraisal strategies compared to the P and the control group. No significant differences were found related to parental stress and satisfaction. Although future implementations of the video game would need to work on increasing the engagement of parents individually and not only in interaction with their children, these findings suggest that video games can be promising and easy-to-use tools to nurture parents' emotional competencies within the family setting.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6000,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70126","citationCount":"0","resultStr":"{\"title\":\"Playing With Emotions: Evaluating a Serious Game to Promote Parents' Emotional Competencies Within the Family Context\",\"authors\":\"Maria Priego-Ojeda, Gemma Filella-Guiu, Núria Pérez-Escoda\",\"doi\":\"10.1111/jcal.70126\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Video games can be innovative, educational and therapeutic tools that have demonstrated positive outcomes in enhancing emotional skills. 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引用次数: 0
摘要
电子游戏可以是创新的、教育的和治疗的工具，在提高情感技能方面已经证明了积极的结果。许多此类项目已显示出在改善儿童和青少年的情感能力方面的益处，但缺乏旨在在家庭背景下进行干预、将重点直接放在父母身上的项目的研究证据。本研究旨在评估《阖家欢乐》（Happy for Families）这款旨在培养家庭情感能力的严肃游戏的有效性。方法对129名34 ~ 60岁的西班牙父母（83.7%为女性）进行情绪意识和调节能力、认知情绪调节策略、父母压力和生活满意度的测前和测后测量。家长们被分成三组：和孩子一起玩的家长（PC），单独玩的家长(P)和对照组。结果与结论结果证明，与P组和对照组相比，PC组在与《家庭快乐》互动后，情绪意识和调节，以及重新关注计划和积极重新评估策略的使用方面都有所增加。父母压力与满意度无显著差异。尽管电子游戏的未来实施需要提高父母个人的参与度，而不仅仅是与孩子的互动，但这些发现表明，电子游戏可以成为培养父母在家庭环境中情感能力的有前途且易于使用的工具。
Playing With Emotions: Evaluating a Serious Game to Promote Parents' Emotional Competencies Within the Family Context
Background
Video games can be innovative, educational and therapeutic tools that have demonstrated positive outcomes in enhancing emotional skills. Many of these programmes have shown benefits in improving children and adolescents' emotional competencies, but there is a lack of research evidence on programmes that aim to intervene within the family context, putting the focus directly on parents.
Objectives
The present study aimed to evaluate the efficacy of Happy for Families, a serious game developed to work on families' emotional competencies.
Methods
A total of 129 Spanish parents, aged 34–60 (83.7% women), were evaluated to explore pretest and posttest measures of the competencies of emotional awareness and regulation, cognitive emotion regulation strategies, parental stress and life satisfaction. Parents were divided into three groups: parents who played with their children (PC), parents who played alone (P) and a control group.
Results and Conclusions
The results evidenced that after the interaction with Happy for Families, the PC group reported increments in emotional awareness and regulation, as well as in the use of refocus on planning and positive reappraisal strategies compared to the P and the control group. No significant differences were found related to parental stress and satisfaction. Although future implementations of the video game would need to work on increasing the engagement of parents individually and not only in interaction with their children, these findings suggest that video games can be promising and easy-to-use tools to nurture parents' emotional competencies within the family setting.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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