Leveraging Serious Games for Social-Emotional Development: Testing the Alpha Version of SEL4@ll with European Youths

Abstract

Social and emotional competencies are vital for adolescent development, helping them navigate relationships, manage emotions, and achieve goals. However, adolescents from disadvantaged backgrounds often lack these skills, making them more vulnerable to exclusion. Gamification, particularly through serious games focused on social-emotional learning (SEL), has shown promise in addressing this gap and improving well-being. Thus, SEL4@ll was designed as a digital intervention to promote well-being and social inclusion in European adolescence. This study tested the Alpha version of SEL4@ll in secondary schools in Germany and Spain. The sample included 15 German students (average age 14.3, 60% female) and 30 Spanish students (ages 11-14, M = 12.7). Participants played the game during a "computer workshop" and completed surveys with openended and Likert-type questions about their perceptions. Overall, feedback was highly positive. The thematic analysis revealed that many students found the game fun, though some found navigation and portal searching complex. Suggestions for improvement included enhancing the storyline, deepening characters, adding a clearer goal, and improving avatar customization and animations. Visual and musical elements were well-received, and most students expressed interest in playing again with additional content. In conclusion, the Alpha version of SEL4@ll was well received, with students highlighting it’s fun nature and potential to promote social-emotional learning. Although some areas need refinement, the positive response suggests strong potential for SEL4@ll to foster well-being and social inclusion in European adolescents.