Developing social-emotional concepts for learning with video games

This qualitative study uses grounded theory to derive a set of social-emotional learning concepts from a group of subjects who demonstrated social-emotional skills in video game play. We found evidence of social-emotional learning concepts through analysing game recordings, interviews, and player reflections. The concepts, including inhibitory control, prosocial behaviours, perse-verance, social awareness, self-management, relationship management, emotional regulation, and optimism, are synthesised into a social-emotional theoretical model grounded in social-emotional theories of learning. Based on the findings, we suggest how teachers and game de-signers can create learning opportunities using the social-emotional learning concepts in video games.