EEMOTIONAL INTELLIGENCE IN GAME ELEMENTS FOR FORMING HIGHER FEELINGS IN ACTIVE AND DEEPER LEARNING
DOI:
https://doi.org/10.28925/2414-0325.2024.162Keywords:
emotional intelligence model, educational computer games, game design, serious games, humanization computer games, emotions, higher feelings, active and deeper learningAbstract
This study aims to investigate the model of emotional intelligence and its use in computer games. Video games can be used to enhance emotional intelligence through active and deep learning. This article explores how emotional intelligence and gaming intersect, offering insights into how higher feelings can be formed through active and deeper learning. The analysis of existing scientific literature highlights the growing interest in creating emotional intelligence models, particularly within the realm of serious games. As part of this investigation, the author introduces a classification of emotional intelligence models that demonstrates their conceptuality. This work proposes the integration of emotional intelligence into game dynamics to enrich the landscape of emotional intelligence assessment and development. One key aspect of this approach is viewing emotional intelligence as a means to cultivate higher-order feelings, such as moral, aesthetic, social, intellectual, and the joy of knowledge and empathy. These emotions are integral elements of a “hot” system, emphasizing their relevance to authentic, non-digital cultural experiences. The dynamic emotional intelligence model introduced here serves to nurture essential skills, including situational cognitive reassessment and “emotional work”, leading to congruence in felt and expressed emotions. This model identifies the interplay of game aesthetics, mechanics, and dynamics as pivotal zones for the formation of higher feelings. The article argues that games intended to stimulate emotional intelligence should not induce a flow state that narrows the player's cognitive scope and inhibits critical thinking. To counteract this, the author suggests incorporating pauses, live communication, and reflective analysis of one's emotions within the gaming experience. The article explores the transformation of impersonal emotional intelligence test questions into game components encompassing mechanics, dynamics, and aesthetics. It outlines strategies for active and deeper learning, facilitating an enriched understanding of emotional intelligence through gaming. The recommendations derived from this discussion can be applied to an array of games under the dynamic emotional intelligence model, making it a valuable resource for educational game design. The proposed dynamic model of emotional intelligence within computer games emerges as a universal and versatile tool. It can function as a pedagogical framework for the development of student's emotional intelligence, enabling educators to harness the power of games for emotional growth. This model serves as a canvas for game designers, offering creative possibilities for the development of new computer-based educational games that target emotional intelligence. This article demonstrates that playing games can indeed stimulate emotional intelligence by fostering active and deeper learning. By incorporating emotional intelligence into gaming dynamics, it is possible to create more engaging and effective learning experiences, ultimately promoting the formation of higher feelings and a deeper understanding of emotional intelligence.
Downloads
References
Agrawal, V., Duggirala, M. & Chanda, S. (2018). Journey: A game on positive affect. CHI PLAY 2018 – Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts, pp. 373-379.
Almeida, F. (2020). Adoption of a serious game in the developing of emotional intelligence skills. European Journal of Investigation in Health, Psychology and Education , 10 (1), 30-43.
Bakanurskyi, A. (2015). Theater as an escape: a research essay (ISBN 978-966-930-000-3 ed.). Kherson: Hryn D.S.
Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-I): Technical Manual. Toronto: Multi Health.
Barrett, L. & Gross, J. (2001). Emotional intelligence: A process model of emotion representation and regulation. In T. J. Mayne, & G. A. Bonanno (Eds.), Emotions: Currrent issues and future directions (pp. 286-310). Guilford Press.
Baudrillard, J. (2016). Symbolic exchange and death. Sage.
Baudrillard, J. (1987). Cool Memories. Ch. Turner (Translator). Paperback. 240 p.
Bentley, E. (1969). Quality in Theatr. Theater, 2 (2), 8-21.
Blazhko, O., Gdowska, K., Gawel, B., Dziabenko, O. & Luhova, T. (2017). Deeper learning approaches integrated in serious games. Project, Program, Portfolio Management. P3M. In The Proceedings of the International Research Conference, 2, pp. 18-21.
Boiko, V. (1999). Method for diagnosing the level of emotional burnout. Practical psychodiagnostics, (2), 111.
Carras, M. C., Van Rooij, A. J., Spruijt-Metz, D., Kvedar, J., Griffiths, M. D., Carabas, Y., et al. (2018). Commercial video games as therapy: A new research agenda to unlock the potential of a global pastime. Frontiers in Psychiatry (8), 1-7.
Caruso, D., Mayer, J. & Salovey, P. (2002). Emotional intelligence and emotional leadership. In R. E. Riggio, S. E. Murphy, & F. J. Pirozzolo (Eds.), Multiple intelligences and leadership (pp. 55-74). Lawrence Erlbaum Associates Publishers.
Chen, J. (2007). Flow in Games. Communications of the ACM, 50 (4), 31-34.
Christie, A., Jordan, P., Troth, A. & Lawrence, S. (2007). Testing the links between emotional intelligence and motivation. Journal of Management & Organization, 13 (3), 212-226.
Cooley, C. (2011). Looking-glass self. In The production of reality: Essays and readings on social interaction (5 ed., Vol. 6, pp. 126-128). Los Angeles, London, New Delhi, Singapore, Washington DC: SAGE, PINE FORGE.
Cruea, M. (2020). Gaming the mind and minding the game: mindfulness and flow in video games. Video Games and Well-being: Press Start, 97-107.
Csikszentmihalyi, M. (2014). Flow and the Foundations of Positive Psychology (ISBN: 978-94-017-9088-8 ed.). Springer.
Daus, C. & Ashkanasy, N. (2005). The case for the ability-based model of emotional intelligence in organizational behavior. Journal of Organizational behavior, 26 (4), 453-466.
Djaouti, D., Alvarez, J., Jessel, J., Methel, G. & Molinier, P. (2008). A gameplay definition through videogame classification. International Journal of Computer Games Technology, pp. 1-6.
Drigas, A., & Papoutsi, C. (2018). A new layered model on emotional intelligence. Behavioral Sciences, 8 (5).
Fish, M., Russoniello, C., & O’Brien, K. (2018). Zombies vs. Anxiety: An Augmentation Study of Prescribed Video Game Play Compared to Medication in Reducing Anxiety Symptoms. Simulation and Gaming, 49 (5), 553-566.
Flett, J., Hayne, H., Riordan, B., Thompson, L., & Conner, T. (2019). Mobile Mindfulness Meditation: a Randomised Controlled Trial of the Effect of Two Popular Apps on Mental Health. Mindfulness, 10 (5), 863-876.
Frankl, V. (2017). Man's search for meaning. Boston: Beacon Press.
Gee, J. (2003). What video games have to teach us about learning and literacy (1st edition (May 1, 2003) ed.). New Yor: Palgrave Macmillan.
Giorgi, G. (2013). Organizational emotional intelligence: development of a model. International Journal of Organizational Analysis, 2 (1), 4-18.
Graesser, A., Chipman, P., & Leeming, F. (2009). Deep learning and emotion in serious games. In Serious games (pp. 105-124). Routledge.
Higher Education Standards approved. Order № 593, 28.05.2021. “On Amendments to Certain Standards of Higher Education” (2021). Ministry of Education and Science of Ukraine
Hunicke, R., LeBlanc, M. & Zubec, R. (2004). MDA: A formal approach to game design and gameresearch. Proceedings of the AAAI Workshop on Challenges in Game AI, 4.
Izard, C. (2001). Emotional intelligence or adaptive emotions? Emotion, 1 (3), 249-257.
Izard, C., Kagan, J., & Zajonc, R. (Eds.) (1984). Emotions, cognition, and behavior (1 ed.). Cambridge University Press.
Jagoda, P., & McDonald, P. (2019). Game Mechanics, Experience Design, and Affective Play. Routledge.
Johannes, N., Vuorre, M. & Przybylski, A. (2021). Video game play is positively correlated with well-being. Royal Society Open Science, 8 (2).
Jones, C., Scholes, L., Johnson, D., Katsikitis, M., & Carras, M. (2014). Gaming well: Links between videogames and flourishing mental health. Frontiers in Psychology (5), 1-8.
Joseph, D. & Newman, D. (2010). Emotional intelligence: an integrative meta-analysis and cascading model. Journal of applied psychology, 95 (1), 54-78.
Kolot, S., Khristich, A. & Polik, V. (2020). Emotional management as a component of effective team management. Applied Aspects of Information Technology, 3 (2), 85-97.
Kolot, S., Khrystych, A. & Cherna, S. (2019). Emotional work management. Teoriya i praktika suchasnoyi psihologiyi, 1 (5), 197-202.
Kowal, M., Conroy, E., Ramsbottom, N., Smithies, T., Toth, A. & Campbell, M. (2021). Gaming Your Mental Health: A Narrative Review on Mitigating Symptoms of Depression and Anxiety Using Commercial Video Games. JMIR Serious Games, 9 (2), e26575.
Lester, J. C., Ha, E. Y., Lee, S. Y., Mott, B. W., Rowe, J. P. & Sabourin, J. L. (2013). Serious games get smart: Intelligent game-based learning environments. AI Magazine, 34 (4), 31-45.
Luhova, T. (2020). Narrative and storytelling in the knowledge structure of educational and business video games as factors of synergy of information technologies and spiritually-oriented pedagogy. Open educational e-environment of modern University (8), pp. 42-59.
Luhova, T. & Melnyk, S. (2012). Cool-education as a problem of quality of modern distance technologized learning. Our school, (6), 86-87.
Luhova, T. & Kolot, S. (2023). Emotional Intelligence Model in Educational Computer Game. The 12th IEEE International Conference on Intelligent Data Acquisition and Advanced Computing Systems: Technology and Applications, 7-9 September. 2, pp. 846-852. Dortmund, Germany: IEEE.
Mackinnon, L., Bacon, L., Cortellessa, G. & Cesta, A. (2013). Using emotional intelligence in training crisis managers: the Pandora approach. International Journal of Distance Education Technologies (IJDET), 11 (2), 66-95.
Magnano, P., Craparo, G. & Paolillo, A. (2016). Resilience and Emotional Intelligence: which role in achievement motivation. International Journal of Psychological Research, 9 (1), 9-20.
Mayer, J. & Salovey, P. (2007). Mayer-Salovery-Caruso emotional intelligence test. Toronto: Multi-Health Systems Incorporated.
Mayer, J., Caruso, D. & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion review, 8 (4), 290-300.
McCrae, R. (2000). Emotional intelligence from the perspective of the five-factor model of personality. In R. Bar-On, & J. D. Parker (Eds.), The handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the workplace (pp. 263-276). Jossey-Bass.
Moreno-Ger, P., Burgos, D., Martínez-Ortiz, I., Sierra, J. L., & Fernández-Manjón, B. (2008). Educational game design for online education. Computers in Human Behavior, 24 (6), 2530-2540.
Nonaka, I. & Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. New York: Oxford university press.
Petrides, K. & Furnham, A. (2006). The role of trait emotional intelligence in a gender-specific model of organizational variables. Journal of Applied Social Psychology, 36 (2), 552-569.
Petrovskii, A. (1976). General psychology. Prosveshchenie.
Pine, R., Fleming, T., McCallum, S. & Sutcliffe, K. (2020). The effects of casual videogames on anxiety, depression, stress, and low mood: A systematic review. Games for Health Journal, 9 (4), 255-264.
Pine, R., Sutcliffe, K., McCallum, S. & Fleming, T. (2020). Young adolescents’ interest in a mental health casual video game. Digital Health (6), 1-7.
Poppelaars, M., Lichtwarck-Aschoff, A., Otten, R. & Granic, I. (2021). Can a Commercial Video Game Prevent Depression? Null Results and Whole Sample Action Mechanisms in a Randomized Controlled Trial. Frontiers in Psychology, 1-17.
Rahim, M. A., Psenicka, C., Polychroniou, P., Zhao, J. H., Yu, C. S., Chan, K. A., et al. (2002). A model of emotional intelligence and conflict management strategies: A study in seven countries. The International journal of organizational analysis .
Ratan, R. & Ritterfeld, U. (2009). Classifying serious games. In Serious games (pp. 32-46). Routledge.
Raybourn, E. (2014). A new paradigm for serious games: Transmedia learning for more effective training and education. Journal of computational science (5(3)), 471-481.
Raybourn, E. (2011). Honing emotional intelligence with game-based crucible experiences. International Journal of Game-Based Learning (IJGBL) , 1 (1), 32-44.
Rogers, С. (1975). Empatic: an unappreciated way of being. The Counseling Psychologist, 5 (2), 2-10.
Rybak, C. (2013). Nurturing Positive Mental Health: Mindfulness for Wellbeing in Counseling. International Journal for the Advancement of Counselling , 35 (2), 110-119.
Siegel, R., Germer, C. & Olendzki, A. (2009). Mindfulness: What is it? where did it come from? In Clinical Handbook of Mindfulness (pp. 17-35). New York, NY: Springer New York.
Sliwinski, J., Katsikitis, M. & Jones, C. (2015). Mindful gaming: How digital games can improve mindfulness. In J. Abascal, S. Barbosa, M. Fetter, T. Gross, P. Palanque, & M. Winckler (Ed.), Human-Computer Interaction – INTERACT 2015. INTERACT 2015. Lecture Notes in Computer Science. 9298, pp. 167-184. Cham: Springer.
Sobhi-Gharamaleki, N. (2012). The prediction of achievement motivation from students’ emotional intelligence. Journal of school psychology , 1 (3), 49-62.
Song, M. & Zhang, S. (2008). EFM: A Model for Educational Game Design. In Z. Pan, X. Zhang, A. El Rhalibi, & L. Y. Woo W. (Ed.), Technologies for E-Learning and Digital Entertainment. Edutainment 2008. Lecture Notes in Computer Science. 5093, pp. 25-27. Berlin, Heidelberg: Springer.
Zeidner, M., Matthews, G., Roberts, R. & MacCann, C. (2003). Development of emotional intelligence: Towards a multi-level investment model. Human development , 46 (2-3), 69-96.
Zhuravlova, L. (2008). Methodological foundations of human empathy research. Bulletin of the Prykarpathian University. Philosophical and psychological sciences. Special issue , 152-155.
Zinovieva, T. & Kolot, S. (2023). Enhancing students' emotional intelligence with game-based learning as an ICT tool. Open educational e-environment of modern university. 46-61. 10.28925/2414-0325.2023.154.
Winn, В. (2009). The Design, Play, and Experience Framework. In R. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education, Vol. 3.
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Zinovieva T.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.