Game-based Learning
Game-based learning (GBL) combined with social emotional learning (SEL) offers a powerful approach for enhancing student engagement, particularly for those with special needs. By providing interactive and immersive experiences, GBL helps students grasp social cues and develop self-discipline in ways that traditional teaching methods may not fully support. It’s especially impactful for autistic students, as it creates inclusive opportunities for joint attention and shared experiences with their peers.
In classrooms with diverse student populations, it is essential to address each student’s unique social-emotional needs to create a conducive learning environment. When a self-motivated student’s learning is negatively impacted by a classmate who requires frequent redirection, it highlights the need for tailored interventions. SEL strategies can help both students—providing the classmate with tools to improve focus and self-regulation while ensuring that the self-motivated student continues to thrive without disruption.
Appropriate support needs to be in place to provide children with the necessary tools to cope and transform. Educators have been using games in the classroom to motivate and deepen understanding for decades. Perhaps, GBL can be an intervention for YTS’ Mental Health Intervention services. To learn more, visit Video Games in School. To listen to Charisse’s podcast on gamification, click on the image above.
Jump Anywhere in the World (JAW) is a seven-series mobile video game set on each of the seven continents that supports social-emotional learning (SEL) skills and strategies through gamification. JAW’s mission is to globally provide third-fifth grade and adolescent special needs students, particularly autistic students, with an opportunity for joint attention and a common interest with other classmates. This approach is designed to address the diverse social-emotional needs of all students, creating an inclusive learning environment and social cues to close the social skills deficit gap.
Some parents would be surprised to know that social skills are far more predictive of outcomes into adulthood than early academics. A study published in 2015 showed that the social skills observed in kindergarten significantly correlated with well-being at age 25! Schools may feel pressured to focus on “hard skills” instruction, but the “soft skills” predict long-term success. Our theory of change is for students to:
- Become media-literate to comprehend trends in communication better.
- Think about “identity” and how it can change based on circumstances.
- Build on other SEL skills, such as cultural empathy.
- Apply problem-solving and ethical decision-making.
- Promote conversations that deepen understanding of SEL and its importance.
