Game-based Learning
Game-based learning (GBL), in partnership with social emotional learning (SEL) skills and strategies, can be effective for improving attendance, engaging learners, and motivating students to become self-disciplined. Special needs, particularly autistic students, are provided an opportunity for joint attention and a common interest with other classmates, creating an inclusive learning environment. GBL helps students who are unaware of social cues and lack balance to learn the lessons that might be misunderstood or forgettable in traditional modes of teaching and learning.
Let’s consider a third grader who is self-motivated and self-disciplined and has a classmate who requires constant redirection. This intrusion negatively impacts the learning environment for both students. Today’s classrooms include diverse student populations, where many students may be experiencing limited success in school. Recent immigrants, children with mental illness, and Dual Language learners are the mainstream. Students’ social-emotional needs must be identified and addressed before learning can take place.
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.
