The Use of Technology in the Promotion of Children's Emotional Intelligence: The Multimedia Program 'Developing Emotional Intelligence'

Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/ijee

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Emotional Intelligence; Educational Technology; Technology Uses in Education; Multimedia Instruction; Computer Software; Emotional Response; Freehand Drawing; Animation; Music; Acoustics; Training; Skill Development; Emotional Development; Self Control; Interpersonal Competence; Elementary School Students; Secondary School Students; Italian; Pretests Posttests; Control Groups; Experimental Groups; Foreign Countries; Children; Intelligence Tests; Likert Scales; Questionnaires

Wechsler Intelligence Scale for Children; Raven Progressive Matrices

2073-7629

"Developing Emotional Intelligence" is an Italian language multimedia tool created for children between 8 and 12 years of age. The software is based on the four 'branches' of model of emotional intelligence proposed by Mayer and Salovey and aims to evaluate and improve abilities in perception of emotions; using emotion to facilitate thought; understanding emotions; and managing emotions. In the software, four characters represent the four branches of emotional intelligence and guide children through the 'world of emotions' using drawings, animations, music, sounds and verbal instructions. The software is comprised of two components, namely an assessment section (27 items) and a training section (46 exercises). Both the assessment and the training sections aim to measure and improve children's abilities in perceiving emotions (faces, drawings and music); using emotions (emotional synaesthesia and facilitation); understanding emotions (blend and transformation of emotions); and managing emotions (personal and interpersonal situations). Two studies involving primary and secondary school children respectively, demonstrated the efficacy of the training performed with the software in improving performance in emotional tasks and academic achievement in the linguisticliterary area. A comparison between the two studies offers interesting insights about the best ways to integrate technology in social and emotional learning programs.

As Provided

15

2018

EJ1177662