Information and Communication Technologies for Training in Socioemotional Competencies: An exploratory-descriptive analysis of the main proposals
DOI:
https://doi.org/10.35588/fjg3kq95Keywords:
Socio-emotional competencies, Socio-emotional skills, Virtual reality, Augmented realityAbstract
Socio-emotional skills have proven to be a protective factor that fosters interpersonal relationships and is used in various everyday situations to respond to new social needs inherent to human beings. These skills are related to a set of competencies distinct from cognitive ones. In this context, the incorporation of Information and Communication Technologies (ICTs), the use of the internet, and virtual platforms appear as a useful and valid tool for training and development in these types of skills. This article aims to analyze the main technological tools for training and development in socio-emotional skills, based on an exploratory-descriptive review of recent scientific literature. An exploratory-descriptive study was conducted by searching for articles published between 2023 and 2024 in the SciELO, Redalyc, and Web of Science databases, supplemented by Google Scholar, considering studies in Spanish and English that used digital technologies for the development of socio-emotional skills. The results highlight that technologies such as Virtual Reality (VR), Augmented Reality (AR), and Serious Games are the most frequently used tools in this field, mainly in educational and training contexts, both in the general population and in groups with specific needs.
Downloads
References
Algarín-Castro, J. E. (2023). Plan de mejora de la formación virtual en las habilidades socioemocionales en el personal operativo de la empresa LSG. (Tesis de maestría, Fundación Universitaria Los Libertadores). Repositorio Institucional. https://repository.libertadores.edu.co/server/api/core/bitstreams/4d88c6bb-ef2e-44b0-b60c-22f702ea58e8/content.
Bernate, J. A. y Fonseca, I. P. (2023). Impacto de las Tecnologías de Información y Comunicación en la educación del siglo XXI: Revisión bibliométrica. Revista de ciencias sociales, 29(1), 227-242 https://dialnet.unirioja.es/servlet/articulo?codigo=8822438.
Berrocal, P. F., González, R. C. y Cobo, M. J. G. (2017). Avances en la investigación sobre competencias emocionales en educación. RIFOP: Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales, 31(88), 15-26 https://dialnet.unirioja.es/servlet/articulo?codigo=5980739.
Bisquerra-Alzina, R. y Pérez-Escoda, N. (2007). Las competencias emocionales. Educación XX1, 10, 61-82. https://www.redalyc.org/articulo.oa?id=70601005.
Cabello-Cuenca, E., Pérez-Escoda, N., Ros-Morente, A. y Filella-Guiu, G. (2019). Los programas de educación emocional Happy 8–12 y Happy 12–16: Evaluación de su impacto en las emociones y el bienestar. Revista de Investigación Educativa, 30(2), 53–66. https://doi.org/10.5944/reop.vol.30.num.2.2019.25338.
Cejudo, J., López-Delgado, M. L. y Losada, L. (2019). Effectiveness of the videogame “Spock” for the improvement of the emotional intelligence on psychosocial adjustment in adolescents. Computers in Human Behavior, 101, 380-386. https://doi.org/10.1016/j.chb.2018.09.028.
World Economic Forum. (2018). The future of jobs report 2018. https://www.weforum.org/reports/the-future-of-jobs-report-2018/.
Collaborative for Academic, Social, and Emotional Learning. (n.d.). What is the CASEL framework? https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/.
Czauderna, A. (2013, April 6). From serious games to games for impact. (Article). Games for Change Europe Magazine. https://www.researchgate.net/publication/328791081_From_Serious_Games_to_Games_for_Impact.
Danner, D., Lechner, C. y Spengler, M. (2021). Do we need socio-emotional skills? Frontiers in Psychology, 12.https://doi.org/10.3389/fpsyg.2021.723470.
Dincelli, E. y Yayla, A. (2022). Immersive virtual reality in the age of the Metaverse: A hybrid-narrative review based on the technology affordance perspective. Journal of Strategic Information System, 31(2). https://doi.org/10.1016/j.jsis.2022.101717.
Filella Guiu, G. y Ros Morente, A. (2023). Happy Software: An interactive program based on an emotion management model for assertive conflict resolution. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.935726.
Goldberg, J., Sklad, M., Elfrink, T., Schreurs, K., Bohlmeijer, E. y Clarke, A. (2018). Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: a meta-analysis. European Journal of Psychology of Education, 34, 755-782. http://doi.org/10.1007/s10212-018-0406-9.
González-Pérez, L. I. y Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review. Sustainability 2022, 14(3), 1493. https://doi.org/10.3390/su14031493.
Gómez-Ortiz, O., Romera-Félix, E. M. y Ortega-Ruiz, R. (2017). Multidimensionalidad de la competencia social: medición del constructo y su relación con los roles del bullying. Revista de Psicodidáctica, 22(1), 37-44. https://doi.org/10.1387/RevPsicodidact.15702.
Hernández-Varas, E., Labrador Encinas, F. J. y Méndez Suárez, M. (2019). Psychological capital, work satisfaction and health self-perception as predictors of psychological wellbeing in military personnel. Psicothema, 31(3), 277–284. https://doi.org/10.7334/psicothema2019.22.
Howard, M., Gutworth, M. y Jacobs, R. (2021). A meta-analysis of virtual reality training programs. Computers in Human Behavior, 121, 106808. https://doi.org/10.1016/j.chb.2021.106808.
Howard, M. y Gutworth, M. (2020). A meta-analysis of virtual learning programs for social skill development. Computers & Education, 147, 103707. https://doi.org/10.1016/j.compedu.2019.103707.
Johnson, M., Tate, A. M., Tate, K., Laane, S. A., Chang, Z. y Chapman, S. B. (2022). Charisma™ virtual social training: A digital health platform and protocol. Frontiers in Virtual Reality, 3, Article 1004162. https://doi.org/10.3389/frvir.2022.1004162.
Koivula, M., Huttunen, K., Mustola, M., Lipponen, S., y Laakso, M. L. (2017). The Emotion Detectives Game: Supporting the Social-emotional Competence of Young Children. En Ma, M., Oikonomou, A. (eds) Serious Games and Edutainment Applications. Springer, Cham. https://doi.org/10.1007/978-3-319-51645-5_2.
Lagos-San Martín, N. y Sandoval-Sandoval, I. (2021). Evaluación de la efectividad del Programa HAPPY 8-12 a partir de la medición de competencias socioemocionales en estudiantes de educación primaria. Educación, 30(59), 113-131. https://doi.org/10.18800/educacion.202102.006.
Lee, H. y Hwang, Y. (2022). Technology-Enhanced Education through VR-Making and Metaverse-Linking to Foster Teacher Readiness and Sustainable Learning. Sustainability, 14(8), 4786. http://dooi.org/10.3390/su14084786.
Li, J., Zheng, Z., Chai, Y., Li, X. y Wei, X. (2023). FaceMe: An agent-based social game using augmented reality for the emotional development of children with autism spectrum disorder. International Journal of Human-Computer Studies, 176, 103032. https://doi.org/10.1016/j.ijhcs.2023.103032.
Lopez-Faican, L. y Jaen, J. (2020). EmoFindAr: Evaluation of a mobile multiplayer augmented reality game for primary children. Computers & Education, 149, https://doi.org/10.1016/j.compedu.2020.103814.
Mantilla Parra, C. y Terán Molina, E. A. (2023). Entorno virtual de aprendizaje como recurso para capacitación sobre temas de educación ambiental. RECIHYS: Revista Científica de Ciencias Humanas y Sociales, 1(2), 23–32. https://journal.espe.edu.ec/ojs/index.php/RECIHYS/article/view/3193.
Mikulic, I. M., Crespi, M. y Radusky, P. (2015). Construcción y validación del inventario de competencias socioemocionales para adultos (ICSE). Interdisciplinaria, 32(2), 307-329. https://www.scielo.org.ar/scielo.php?pid=S1668-70272015000200007&script=sci_arttext.
Mittmann, G., Zehetner, V., Hoehl, S., Schrank, B., Barnard, A.,y Woodcock, K. (2023). Using Augmented Reality Toward Improving Social Skills:Scoping Review. JMIR Serious Games. http://doi.org/10.2196/42117.
Montero, I. y León, O. (2007). A guide for naming research studies in Psychology. International Journal Clinical and Health Psychology, 7(3), 847-862. https://www.redalyc.org/pdf/337/33770318.pdf.
Mittal, P., Bhadania, M., Tondak, N., Ajmera, P., Yadav, S., Kukreti, A., Kalra., S. y Ajmera, P. (2024). Effect of immersive virtual reality-based training on cognitive, social, and emotional skills in children and adolescents with autism spectrum disorder: A meta-analysis of randomized controlled trials, Research in Developmental Disabilities http://doi.org/10.1016/j.ridd.2024.104771.
Mystakidis, S., Berki, E. y Valtanen, J. (2021). Deep and Meaningful E-Learning with Social Virtual Reality Environments in Higher Education: A Systematic Literature Review. Applied sciences. https://doi.org/10.3390/app11052412.
Nordgreen, T., Blom, K., Andersson, G., Carlbring, P. y Havik, O. E. (2019). Effectiveness of guided internet-delivered treatment for major depression in routine mental healthcare-an open study. Internet interventions, 18, 100274 https://doi.org/10.1016/j.invent.2019.100274.
Papoutsi, C., Drigas, A. y Skianis, C. (2021). Virtual and augmented reality for developing emotional intelligence skills. International Journal of Recent Contributions from Engineering, Science & IT (IJES), 9(3), 35–53. https://doi.org/10.3991/ijes.v9i3.23939.
Rueda, P., Cabello, E., Filella, G. y Vendrell, M. C. (2016). El programa de educación emocional Happy 8-12 para la resolución asertiva de conflictos. Tendencias Pedagógicas, 28, 153-166. https://doi.org/10.15366/tp2016.28.011.
Russell, K., Bhatt, A., Rackham, K. y Vernon, T. (2024). Online social interaction skill group for adolescents on the autism spectrum: Preliminary outcomes of the START Connections program. Research in Autism Spectrum Disorders, 114, 102397. https://doi.org/10.1016/j.rasd.2024.102397.
Salinas, J. y de Benito, B. (2020). Competencia digital y apropiación de las TIC: claves para la inclusión digital. Campus Virtuales, 9(2), 99-111. http://uajournals.com/ojs/index.php/campusvirtuales/article/view/741/416.
Silber‐Varod, V., Eshet‐Alkalai, Y. y Geri, N. (2019). Tracing research trends of 21st‐century learning skills. British Journal of Educational Technology, 50(6), 3099-3118. https://doi.org/10.1111/bjet.12753.
International Bureau of Education – UNESCO. (2024, febrero 23). Strengthening social and emotional learning in hybrid modes of education: Building support for students, teachers, schools and families (UNESCO‑IBE Discussion Paper). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000388830.
Toh, W. y Kirshner, D. (2023). Developing social-emotional concepts for learning with video games. Computers & Education, 194, 104708. https://doi.org/10.1016/j.compedu.2022.104708.
Tokareva, E. A., Smirnova, Y. V. y Orchakova, L. G. (2019). Innovation and communication technologies: Analysis of the effectiveness of their use and implementation in higher education. Education and Information Technologies, 24(5), 3219–3234. https://doi.org/10.1007/s10639-019-09922-2.
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M. y de Haan, J. (2020). Determinants of 21st-century skills and 21st-century digital skills for workers: A systematic literature review. SAGE Open, 10(1), 2158244019900176. https://doi.org/10.1177/2158244019900176.
Villani, D., Carissoli, C., Triberti, S., Marchetti, A., Gilli, G.,y Riva, G. (2018). Videogames for emotion regulation: a systematic review. Games for Health Journal, 7(2), 85-99. https://doi.org/10.1089/g4h.2017.0108.
Williams, R., Dumas, C., Ogden, L., Flanagan, J. y Porwol, L. (2024). Virtual reality training for crisis communication: Fostering empathy, confidence, and de-escalation skills in library and information science graduate students. Library & Information Science Research, 46(3), 101311. https://doi.org/10.1016/j.lisr.2024.101311.
Wu, H. K., Lee, S. W., Chang, H. Y. y Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49. https://doi.org/10.1016/j.compedu.2012.10.024.
Xie, B., Liu, H., Alghofaili, R., Zhang, Y., Jiang, Y., Lobo, F., Li, C., Li, W., Huang, H., Akdere, M., Mousas, C. y Yu, L. F. (2021). A review on virtual reality skill training applications. Frontiers in Virtual Reality, 2, 645153. https://doi.org/10.3389/frvir.2021.645153.
Zins, J. E., Payton, J. W., Weissberg, R. P. y O’Brien, M. U. (2007). Social and emotional learning for successful school performance. En G. Matthews, M. Zeidner, & R. D. Roberts (Eds.), Emotional intelligence: Knowns and unknowns (pp. 376–395). Oxford University Press.
Downloads
Submitted
2025-01-14Published
Issue
Section
License
Copyright (c) 2025 People and Technology Management Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
