Game-Based Social-Emotional Learning for Youth: School-Based Qualitative Analysis of Brain Agents
Abstract BackgroundAdverse childhood experiences such as violence, substance use, and family disruption disproportionately affect youth in urban communities, increasing the risk of emotional and behavioral challenges. Social-emotional learning (SEL) and trauma-informed program...
Saved in:
| Main Authors: | , , , , , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
JMIR Publications
2025-07-01
|
| Series: | JMIR Formative Research |
| Online Access: | https://formative.jmir.org/2025/1/e67550 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850070867204112384 |
|---|---|
| author | Elizabeth Liverman David Antognoli Cordelia Elaiho Madison McGuire Abbey Stoltenburg Angel Navarrete Garrett Bates Thomas Chelius Constance Gundacker Paula Lumelsky Brandon Currie John Meurer Sr |
| author_facet | Elizabeth Liverman David Antognoli Cordelia Elaiho Madison McGuire Abbey Stoltenburg Angel Navarrete Garrett Bates Thomas Chelius Constance Gundacker Paula Lumelsky Brandon Currie John Meurer Sr |
| author_sort | Elizabeth Liverman |
| collection | DOAJ |
| description |
Abstract
BackgroundAdverse childhood experiences such as violence, substance use, and family disruption disproportionately affect youth in urban communities, increasing the risk of emotional and behavioral challenges. Social-emotional learning (SEL) and trauma-informed programming are effective strategies for mitigating these effects, fostering resilience, and promoting mental well-being. Game-based learning is a promising, engaging method for delivering SEL content. STRYV365 developed Brain Agents
ObjectiveThis study explored students’ experiences with and perceptions of Brain Agents
MethodsA cluster-randomized, incomplete block factorial crossover design was implemented from 2022-2024. Of 1626 eligible students, 329 (20%) had caregiver consent and student assent. Among these, 180 students in grades 5‐9 played Brain Agents
ResultsStudent demographics included 189/321 (58.9%) Black, 112/321 (34.9%) White, and 221/321 (68.8%) from economically disadvantaged backgrounds. Baseline surveys of 277 children revealed that 202 (72.9%) of students had experienced the death of someone close, 147 (53.1%) had a close contact incarcerated, and 39 (14.1%) reported feeling nervous or anxious daily. Strengths included 230 (83.0%) students reporting life satisfaction and 183 (66.1%) able to calm down when upset. Game performance data from 328 students indicated varying levels of achievement, with a median of 3 (IQR 1.5-4) missions completed, 4 (IQR 2-6) stars earned, 8 positive energies collected, and 2 (IQR 1-2.5) crew members rescued. Grades 7‐8 had the highest engagement, while grade 9 students had the lowest participation. Qualitative analysis from 62 participants identified 8 core themes: qualities of most pride, neighborhood relationships, challenges in life, emotions associated with loss of control, coping strategies, future goals, experiences with Brain Agents,Brain Agents
ConclusionsBrain Agents |
| format | Article |
| id | doaj-art-e0f4fcda099746c8a2c0d13f2889b61b |
| institution | DOAJ |
| issn | 2561-326X |
| language | English |
| publishDate | 2025-07-01 |
| publisher | JMIR Publications |
| record_format | Article |
| series | JMIR Formative Research |
| spelling | doaj-art-e0f4fcda099746c8a2c0d13f2889b61b2025-08-20T02:47:25ZengJMIR PublicationsJMIR Formative Research2561-326X2025-07-019e67550e6755010.2196/67550Game-Based Social-Emotional Learning for Youth: School-Based Qualitative Analysis of Brain AgentsElizabeth Livermanhttp://orcid.org/0009-0007-9153-6925David Antognolihttp://orcid.org/0000-0002-3000-6580Cordelia Elaihohttp://orcid.org/0000-0001-7113-1153Madison McGuirehttp://orcid.org/0000-0003-1692-821XAbbey Stoltenburghttp://orcid.org/0009-0002-1382-2014Angel Navarretehttp://orcid.org/0009-0004-1789-6293Garrett Bateshttp://orcid.org/0009-0003-3798-4250Thomas Cheliushttp://orcid.org/0009-0005-0617-3679Constance Gundackerhttp://orcid.org/0000-0002-2015-5312Paula Lumelskyhttp://orcid.org/0009-0000-6716-3603Brandon Curriehttp://orcid.org/0009-0008-6886-5912John Meurer Srhttp://orcid.org/0000-0001-7139-1289 Abstract BackgroundAdverse childhood experiences such as violence, substance use, and family disruption disproportionately affect youth in urban communities, increasing the risk of emotional and behavioral challenges. Social-emotional learning (SEL) and trauma-informed programming are effective strategies for mitigating these effects, fostering resilience, and promoting mental well-being. Game-based learning is a promising, engaging method for delivering SEL content. STRYV365 developed Brain Agents ObjectiveThis study explored students’ experiences with and perceptions of Brain Agents MethodsA cluster-randomized, incomplete block factorial crossover design was implemented from 2022-2024. Of 1626 eligible students, 329 (20%) had caregiver consent and student assent. Among these, 180 students in grades 5‐9 played Brain Agents ResultsStudent demographics included 189/321 (58.9%) Black, 112/321 (34.9%) White, and 221/321 (68.8%) from economically disadvantaged backgrounds. Baseline surveys of 277 children revealed that 202 (72.9%) of students had experienced the death of someone close, 147 (53.1%) had a close contact incarcerated, and 39 (14.1%) reported feeling nervous or anxious daily. Strengths included 230 (83.0%) students reporting life satisfaction and 183 (66.1%) able to calm down when upset. Game performance data from 328 students indicated varying levels of achievement, with a median of 3 (IQR 1.5-4) missions completed, 4 (IQR 2-6) stars earned, 8 positive energies collected, and 2 (IQR 1-2.5) crew members rescued. Grades 7‐8 had the highest engagement, while grade 9 students had the lowest participation. Qualitative analysis from 62 participants identified 8 core themes: qualities of most pride, neighborhood relationships, challenges in life, emotions associated with loss of control, coping strategies, future goals, experiences with Brain Agents,Brain Agents ConclusionsBrain Agentshttps://formative.jmir.org/2025/1/e67550 |
| spellingShingle | Elizabeth Liverman David Antognoli Cordelia Elaiho Madison McGuire Abbey Stoltenburg Angel Navarrete Garrett Bates Thomas Chelius Constance Gundacker Paula Lumelsky Brandon Currie John Meurer Sr Game-Based Social-Emotional Learning for Youth: School-Based Qualitative Analysis of Brain Agents JMIR Formative Research |
| title | Game-Based Social-Emotional Learning for Youth: School-Based Qualitative Analysis of Brain Agents |
| title_full | Game-Based Social-Emotional Learning for Youth: School-Based Qualitative Analysis of Brain Agents |
| title_fullStr | Game-Based Social-Emotional Learning for Youth: School-Based Qualitative Analysis of Brain Agents |
| title_full_unstemmed | Game-Based Social-Emotional Learning for Youth: School-Based Qualitative Analysis of Brain Agents |
| title_short | Game-Based Social-Emotional Learning for Youth: School-Based Qualitative Analysis of Brain Agents |
| title_sort | game based social emotional learning for youth school based qualitative analysis of brain agents |
| url | https://formative.jmir.org/2025/1/e67550 |
| work_keys_str_mv | AT elizabethliverman gamebasedsocialemotionallearningforyouthschoolbasedqualitativeanalysisofbrainagents AT davidantognoli gamebasedsocialemotionallearningforyouthschoolbasedqualitativeanalysisofbrainagents AT cordeliaelaiho gamebasedsocialemotionallearningforyouthschoolbasedqualitativeanalysisofbrainagents AT madisonmcguire gamebasedsocialemotionallearningforyouthschoolbasedqualitativeanalysisofbrainagents AT abbeystoltenburg gamebasedsocialemotionallearningforyouthschoolbasedqualitativeanalysisofbrainagents AT angelnavarrete gamebasedsocialemotionallearningforyouthschoolbasedqualitativeanalysisofbrainagents AT garrettbates gamebasedsocialemotionallearningforyouthschoolbasedqualitativeanalysisofbrainagents AT thomaschelius gamebasedsocialemotionallearningforyouthschoolbasedqualitativeanalysisofbrainagents AT constancegundacker gamebasedsocialemotionallearningforyouthschoolbasedqualitativeanalysisofbrainagents AT paulalumelsky gamebasedsocialemotionallearningforyouthschoolbasedqualitativeanalysisofbrainagents AT brandoncurrie gamebasedsocialemotionallearningforyouthschoolbasedqualitativeanalysisofbrainagents AT johnmeurersr gamebasedsocialemotionallearningforyouthschoolbasedqualitativeanalysisofbrainagents |