Leveraging Intelligent Social Tutoring System to Address Social-Emotional Learning in Elementary Schools

Research has shown that students with strong social-emotional skills

demonstrate greater motivation to learn, have more positive attitudes toward

school, participate more actively in activities, and show better academic performance

than students with social-emotional challenges. However, many students

who stand to benefit from such programs currently do not receive the help they

need due to logistical barriers that limit the scalability of traditional in-person

social-emotional instruction. This research provides an evidence-based solution

by implementing and studying a technology- and game-based program that incorporates

an intelligent social tutoring system with effective teaching strategies

of scaffolding, coaching and reinforcement, and practice with feedback, as well

as effective social skill trainings. We conducted a multi-site cluster randomized

experimental study to address the educational efficacy of the program on students’

social-emotional competency. Results suggest that the program has a significant

and positive impact on students’ social-emotional skills. It benefits all

students, including students with social-emotional challenges, demonstrating that

the program is an appropriate resource for diverse learners.