Academic Journal
Teacher-Mediated Digital Game-Based Learning and Children's Emotional Intelligence in Inclusive Classrooms: A Systematic Review and Critical Narrative Synthesis.
| Τίτλος: | Teacher-Mediated Digital Game-Based Learning and Children's Emotional Intelligence in Inclusive Classrooms: A Systematic Review and Critical Narrative Synthesis. |
|---|---|
| Συγγραφείς: | Uğurlu, Funda, Evran Acar, Filiz |
| Πηγή: | Journal of Intelligence; Aug2026, Vol. 14 Issue 8, p181, 31p |
| Θεματικοί όροι: | Emotional intelligence, Inclusive education, Social development, Evidence synthesis, Educational technology, Student engagement, Gamification, Teaching models |
| Περίληψη: | Digital game-based learning is increasingly used to support children's engagement, interaction, and social–emotional development. However, its contribution to emotional intelligence, particularly in inclusive classroom contexts, remains theoretically underdeveloped and methodologically fragmented. This systematic review and critical narrative synthesis examines how teacher- or facilitator-mediated digital games address children's emotional intelligence and related social–emotional outcomes in inclusive educational contexts. Following PRISMA 2020 reporting guidance, the review examined peer-reviewed articles indexed in Web of Science and Scopus between 2015 and 2026. After screening 347 unique records and assessing 31 full-text reports, 14 studies were included in the final synthesis. The review focused on four interrelated areas: the emotional and social–emotional outcomes addressed in digital game-based studies; the roles of teachers or facilitators in structuring, mediating, and debriefing game-based activities; the inclusive classroom conditions that support equitable participation and emotional safety; and the risks, limitations, or implementation challenges associated with classroom use. The findings suggest that digital games may become educationally meaningful when they are linked to explicit emotional learning goals, embedded in structured classroom or school-based activities, supported by teacher or facilitator mediation, and followed by reflection or debriefing. Based on the synthesis, the review proposes a teacher-mediated inclusive digital game-based emotional learning framework consisting of seven dimensions: emotional learning target, game selection and pedagogical fit, teacher mediation, inclusive participation, classroom interaction, reflective debriefing, and risk monitoring. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Intelligence is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Biomedical Index |
καταχωρήστε σχόλιο πρώτοι!