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.