Acquisition of emotional competences by means of the development and use of Serious Games in higher education

Abstract

In this study, carried out at an Argentinian higher education institution, three pedagogical strategies are compared: the traditional one (based on problem solving), serious games development and their use. A mixed methodology with sequential explanatory execution was used. Quantitative data were collected using objective tests and the TEIQue (Trait Emotional Intelligence Questionnaire). Incidental non-probabilistic sampling was used for convenience (problem solving: n=27, game development: n=25, game use: n=25). Then, qualitative data were collected by means of 16 interviews. The results of the analysis show that there are significant differences in favor of playful strategies.