Emerging practice with games-based learning - Teaching with Technologies: The Essential Guide - page 70

Games and social emotional learning
With respect to the pedagogical use of non-digital games, Hromek and Roffey's
(2009) extensive review of the research literature concluded that games are a power-
ful way of developing social and emotional learning. These skills, which are needed
to play successfully with others are also those needed to succeed in work and adult
life. Pro-social skills involve regulating negative emotions, turn-taking, sharing
and support 'orientations to others that are fair, just and respectful' (Hromek and
Roffey 2009: 626). The natural affiliation between children, play, and the desire to
have fun with others makes games an ideal vehicle for teaching. While develop-
ment of these skills is discussed explicitly in relation to 'circle time' games by Hromek
and Roffey (2009), arguably where digital games incorporate the same features, it
could be asserted that the same outcomes are possible. For example, in massive multi-
player online (MMOs) and augmented reality games (ARGs) that require collaborative
problem-solving.
There is a rise in awareness of the importance of social and emotional intelli-
gence as a newly recognized form of literacy, which plays a significant part in well-
being. The way these ideas have gained prominence in education over the previous
decade has been outlined by Hromek and Roffey (2009). They reference Salovey and
Mayer (1990) as developers of the concept of emotional intelligence, building on
Gardner's (1993) multiple intelligences, particularly intrapersonal intelligence (know-
ing oneself and how to manage emotions) and interpersonal intelligence (knowing
how to get on with others and develop positive relationships). However, the term
was popularized by Goleman (1996), who highlighted the connection between the
skills of self-management and managing others, which could be as important as IQ in
determining success in life. While this is a contentious area for debate regarding the
definitions and parameters of social and emotional intelligence, Hromek and Roffey
(2009) argue it has ignited a new education focus on 'emotional literacy', which has
become more recently incorporated into a broader focus on learner 'well-being'. This
they argue can be linked to an emerging international consensus in education about
the need to address well-being and build resilience in children for the challenges
of contemporary culture, as outlined by UNESCO (1996), which gaming has been
shown to support.
The UNESCO report for the International Commission on Education for the
Twenty-first Century (1996) cited the 'four pillars of education', which were 'learning
to live together', 'learning to know', 'learning to do' and 'learning to be', which can
be seen as pertaining to the social, cognitive, behaviour and affective domains respec-
tively and engendering a sense of holistic education. However, learning through
games is not just knowing (cognitive) and doing (behavioural), as Shaffer et al. (2004)
argue. Games can combine ways of knowing, ways of doing, ways of being and ways
of caring, which supports the UNESCO four pillars of education.
Just as researchers and developers have recognized the importance of motiva-
tion in gaming, so too has the role of emotion been acknowledged. Arguably, games
help young people to manage their emotions, as playing will bring up experiences of
frustration, losing, as well as the elation of winning. Players need to learn to develop