Digital Educational Games to Promote Social Emotional Learning in Preschool-Aged Children: Trends and Challenges in Co-Design

Abstract

The integration of Digital Educational Games (DEGs) in preschool education offers new opportunities to foster Social-Emotional Learning (SEL) through engaging, adaptive learning environments. This systematic literature review, conducted following PRISMA 2020 guidelines, examines key game design features that support SEL competencies in preschool-aged children. A total of 18 studies published between 2020 and 2025 were analyzed, focusing on participatory design, the roles of educators and children, and methodologies to assess SEL outcomes. Findings highlight the prevalence of game mechanics targeting emotional regulation, responsible decision-making, and prosocial behavior, with insights into the inclusion of nutrition and autism-related interventions within the CASEL-5 framework. The study also explores the role of educators in facilitating DEGs and the digital literacy skills needed for effective integration. By aligning technological advancements with childcentered design principles, this review contributes to the discourse on smart learning ecosystems and the future of participatory digital learning tools.