Using Interactive Apps to enhance Social-Emotional Learning

Social Emotional Learning or SEL can be defined as the process through which individuals learn and apply a set of social, emotional, behavioral, and character skills required to succeed in schooling, the workplace, relationships, and citizenship (Dyson et al., 2021). Breathe, Think, Do! is an interactive, research-based app designed to teach elementary school students problem solving, self-control, planning, and task persistence (Sesame Workshop, 2017). Students will be required to help their monster friend calm down and work through different challenges using the “Breathe, Think, Do!” strategy. The first step is to breathe. Breathing helps children calm down. One of the oldest and arguably, most efficient treatments of excessive stress is controlled breathing. Various types of techniques that involve slow, deep breathing such as yoga, pranayama, and some forms of meditation, have been practiced throughout history to increase well-being (Jerath et al., 2015). The second step is to think. Students are to think of three possible ways to solve their problems. The app then generates three possible resolutions. The third step is to do. This step requires them to pick a plan for the monster to execute.

Anticipate and Experience Satisfying Outcomes

A central concept related to building confidence in mastering learning tasks is that of control(Reiser & Dempsey, 2018). Students get a sense of control because they are in control of the monster solving his problems. They also get to think through on their own how to solve the problems before the app-generated solutions are displayed. Because the Breathe, Think, Do! app allows students to work through different scenarios involving de-escalation, students get to experience the satisfying outcome of assisting the monster with working out everyday problems using the strategy. The students get to see the problem worked out from the beginning to the end and see many alternatives to solving the problems. Students have the option to choose between three different plans before the monster tries it out. The students also get the sensory satisfaction of popping bubbles. This is a requirement by the app as students are thinking through their problems.

Related to One’s Goals

Goals can be non-specific and even emotionally based, as in wanting to feel good about oneself, having opportunities to enjoy friendly interactions with other people, or being successfully engaged in challenging activities (Reiser & Dempsey, 2018). Elementary students usually connect through play and achieving their goals usually involves playful interaction with their peers. Once students learn how to work out their frustrations this means better relationships and more enjoyable time with their peers. With Breathe, Think, Do!, students learn valuable social and emotional skills. These skills are transferrable to different environments, especially the classroom. When students learn different social-emotional strategies, they are better equipped to focus on their academics (Dyson et al., 2021). Students may feel good about independently working out problems that cause frustration. They may also feel proud about reaching out to an adult for help rather than participate in undesirable behavior in the classroom. This is a big plus for students who struggle with self-confidence or initiating conversations.

Can Succeed at Mastering Task

According to Reiser and Dempsey (2018) learned helplessness can be defeated with strategies that tap into your audience's abilities and skills. Learned helplessness can be defeated with the Breathe, Think, Do! App. With the Breathe, Think, Do! App students can practice social-emotional learning using their own abilities and skills because it is tailored to their grade level. The app is very user-friendly and students will gain the confidence they need to work out everyday challenging situations. The Breathe, Think, Do! strategy is constantly reinforced as there are several scenarios for the students to work out until it becomes natural to them. Students will have to simply press certain things on the app to progress through each scenario. The characters are welcoming, and the app has a vibrant look and feel that puts the learners at ease. The monster character is used in every scenario so that the students get a sense of familiarity. Also, they would eventually learn that each scenario requires three steps.

References

Dyson, B., Howley, D., Shen, Y., & Baek, S. (2021). Educators experiences of establishing social and emotional learning pedagogies in an elementary school with at-risk students. Lnternational Electronic Journal of Elementary Education, 13(5), 625–638. https://doi.org/10.26822/iejee.2021.217

Jerath, R., Crawford, M. W., Barnes, V. A., & Harden, K. (2015). Self-regulation of breathing as a primary treatment for anxiety. Applied Psychophysiology and Biofeedback, 40(2), 107–115. https://doi.org/10.1007/s10484-015-9279-8

Reiser, R. A., & Dempsey, J. V. (2018). Trends and issues in Instructional Design and Technology. Pearson.

Sesame Workshop. (2017, September 1). Breathe, think, do! Sesame Street in Communities. Retrieved July 16, 2022, from https://sesamestreetincommunities.org/activities/breathe-think-do/