Zoo U Intervention Study 2018 (IES Goal 3)

This
study evaluates the efficacy of ZooU®, an individualized computer game, to improve
social and emotional learning (SEL) skills in elementary school students.
Reflex® Math served as an active control condition. Two cohorts of students participated,
prior to and following COVID-induced school closures. Cohort 1 included 585
students from 37 classrooms in two elementary schools in the Pacific Northwest
region of the United States (US). Participating students (48% female) were
socioeconomically (41% low-income households), ethnically (21% Hispanic), and
racially (1% Native American, 7% Asian, 6% Black, 7% Pacific Islander, 39%
White, 3% other race, 16% multiple races) diverse. Cohort 2 included 523
students from 42 classrooms in six elementary schools in the Southeastern
region of the US. Participating students (50% female) were socioeconomically (50%
low-income households), ethnically (7% Hispanic), and racially (<1% Asian,
55% Black, 34% White, 1% other race, 3% multiple races) diverse. Results
indicated significant main effects of ZooU on SEL knowledge and teacher-rated
behaviors in cohort 1 (Cohen d = 0.13 to 0.35) but not cohort 2 (Cohen
d = -.27 to .15). Grade was a moderator in cohort 1 (ZooU was more
effective for 2nd graders). Classroom climate was a moderator in both
cohorts (ZooU was more effective in less supportive classrooms in cohort 1 and
more supportive classrooms in cohort 2). Within-treatment group analyses indicated
that increased levels of ZooU game play were associated with improvements in SEL
knowledge in a dose-dependent manner. The study highlights the potential for game-based
interventions to serve as a scalable, cost-effective method (estimated $21/
student) for improving SEL in early elementary grades.

本研究评估了个性化电脑游戏ZooU®提升小学生社会情感学习（Social and Emotional Learning，SEL）技能的有效性，并以Reflex® Math作为主动对照条件。共有两个学生队列参与实验，分别取自新冠疫情引发学校停课的前后阶段。队列1包含来自美国太平洋西北地区两所小学37个班级的585名学生，其中女生占比48%。受试学生的社会经济背景（41%来自低收入家庭）、族裔构成（21%为西班牙裔）及种族分布（1%为美洲原住民、7%为亚裔、6%为非裔美国人、7%为太平洋岛民、39%为白人、3%为其他种族、16%为多种族）均呈现多样性。队列2包含来自美国东南部地区六所小学42个班级的523名学生，其中女生占比50%。受试学生的社会经济背景（50%来自低收入家庭）、族裔构成（7%为西班牙裔）及种族分布（不足1%为亚裔、55%为非裔美国人、34%为白人、1%为其他种族、3%为多种族）均呈现多样性。研究结果显示，ZooU对队列1的社会情感学习知识及教师评定的行为表现存在显著主效应（科恩d值介于0.13至0.35之间），但对队列2未观察到类似效应（科恩d值介于-0.27至0.15之间）。年级在队列1中起到调节作用：ZooU对二年级学生的干预效果更为显著。课堂氛围在两个队列中均发挥调节作用：队列1中，ZooU在课堂支持度较低的场景中效果更佳；而队列2中则在课堂支持度较高的场景中效果更优。干预组内分析结果表明，ZooU游戏时长的增加与社会情感学习知识的提升呈剂量依赖性相关。本研究凸显了游戏化干预作为可规模化、高性价比手段（估算每位学生成本为21美元），用于提升低龄小学生社会情感学习技能的潜力。