Percorrer por autor "Schrank, Beate"
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- Digital interventions for emotion regulation in children and early adolescents: systematic review and meta-analysisPublication . Reynard, Sally; Dias, Joao; Mitic, Marija; Schrank, Beate; Woodcock, Kate AnneBackground: Difficulties in emotion regulation are common in adolescence and are associated with poor social and mental health outcomes. However, psychological therapies that promote adaptive emotion regulation may be inaccessible and unattractive to youth. Digital interventions may help address this need. Objective: The aim of this systematic review and meta-analysis was to synthesize evidence on the efficacy, feasibility, and acceptability of emotion regulation digital interventions in children and early adolescents aged 8 to 14 years. Methods: Systematic searches of Web of Science, MEDLINE, PsycINFO, EMBASE, Education Resources Information Centre, ACM Digital Library, and IEEE Xplore up to July 2020 identified 39 studies, of which 11 (28%) were included in the meta-analyses (n=2476 participants). A bespoke tool was used to assess risk of bias. Results: The studies evaluated digital games (27/39, 69%), biofeedback (4/39, 10%), virtual or augmented reality (4/39, 10%), and program or multimedia (4/39, 10%) digital interventions in samples classified as diagnosed, at risk, healthy, and universal. The most consistent evidence came from digital games, which reduced negative emotional experience with a small significant effect, largely in youth at risk of anxiety (Hedges g=-0.19, 95% CI -0.34 to -0.04). In general, digital interventions tended to improve emotion regulation, but this effect was not significant (Hedges g=0.19, 95% CI -0.16 to 0.54). Conclusions: Most feasibility issues were identified in diagnosed youth, and acceptability was generally high across intervention types and samples. Although there is cause to be optimistic about digital interventions supporting the difficulties that youth experience in emotion regulation, the predominance of early-stage development studies highlights the need for more work in this area.
- LINA: an augmented reality social game enhancing sense of belonging among classmates: an uncontrolled pre-post evaluation studyPublication . Krammer, Ina; Mittmann, Gloria; Nater, Urs M.; Barnard, Adam; Martins, Diogo; Dias, João; Schrank, Beate; Woodcock, Kate A.Supportive peer relationships are fundamental in the development of well-being. Since early adolescents spend a lot of time at school, especially in their classroom, a sense of belonging among classmates plays a pivotal role for mental health and academic functioning. Programs that enhance sense of belonging among classmates through improving peer relationships in classrooms are rare. Given that early adolescents increasingly use digital media to establish and maintain relationships with classmates, there is potential in digital social games that enhance social connectivity and collaboration, especially during the difficult transition from primary to secondary school. LINA ('Lina Is Not Alone') is a novel social augmented reality game for classrooms that is designed to enhance sense of belonging among classmates through improving their relationships with classmates. We conducted an uncontrolled pre-post evaluation study to evaluate (a) player experience, (b) translation of the theory-led LINA design into user experience and (c) increases in sense of belonging after engagement with LINA. In total, data from 99 participants (Mage = 10.94; range = 10-12; 51 girls, 48 boys) were included in this study. Our results provided evidence for (a) high satisfaction and acceptability of LINA, (b) a successful translation of theory-led design features into user experiences, and (c) increases in sense of belonging. We discuss practical implications and future development of LINA.
- The HUB: Designing an interactive social space for pre-adolescents’ well-beingPublication . Rodrigues, Pedro; Mitic, Marija; Krammer, Ina; Dias, João; Prada, Rui; Schrank, BeateFriendships are a fundamental source of support during challenging times, especially among pre-adolescents. The current pandemic situation makes it even harder to rely on support from their peers or strengthen friendships. To accompany and support pre-adolescents outside of school at a moment where most interactions happen online, we propose the HUB, a novel online interactive social space. The HUB is a safeguarded and monitored social space which seeks to improve social well-being and positive reinforcement practices between peers by design. This paper's key contributions derived from designing the HUB are threefold: an online social space which follows an iterative user-centered design approach; it is grounded on a theoretical model of friendship development to scaffold interactions of dyadic relationships that occur on the HUB; and it employs a set of gamification strategies, such as quests, achievements and rewards to keep pre-adolescents motivated, and, particularly, an acknowledgement system that encourages peers to work on, and acknowledge, character strengths and social skills in others, which are fundamental for their development as individuals.