Emotional learning through digital games: Teachers and students’ experiences with Sesame Street
DOI:
https://doi.org/10.70141/mamakuna.26.1299Keywords:
digital games, educational technology, Sesame Street, emotional learning, primary educationAbstract
This study analyzes the impact of the use of digital resources, particularly Sesame Street, on the development of emotional learning in primary school children from three Ecuadorian educational institutions. The research was conducted using a mixed-methods approach, including the administration of a survey to 157 students and the implementation of five semi-structured interviews with teachers. The results indicated that both students and teachers perceived positively the use of the four Sesame Street games as technological tools that strengthen the development of emotional skills such as self-regulation, empathy, and emotional expression. In addition, teachers valued these resources as effective pedagogical supports that integrate emotional education as a fundamental pillar of learning. Consequently, Sesame Street digital games are consolidated as a didactic resource that contributes to children’s holistic well-being through emotional learning and collaboration between school and family.
Downloads
References
Arrabal, E. (2018). Inteligencia emocional. Editorial E-learning.
Choi, K. (2021). Sesame Street: Beyond 50. Journal of Children and Media, 15(4), 597-603. https://doi.org/10.1080/17482798.2021.1978675
Christopoulos, A. y Mystakidis, S. (2023). Gamification in education. Encyclopedia, 3(4), 1223-1243. https://doi.org/10.3390/encyclopedia3040089
Fondo de las Naciones Unidas para la Infancia [Unicef]. (1994). La magia de Plaza Sésamo IV. CIESPAL.
García-Fernández, M. (2024). Aprender con el corazón: la influencia de las emociones en el aula de educación infantil y primaria. Revista Internacional Interdisciplinar de Divulgación Científica, 2(1), 100-110. https://riidici.com/index.php/home/article/view/30
Hunter, D., McCallum, J. y Howes, D. (2019). Defining exploratory-descriptive qualitative (EDQ) research and considering its application to healthcare. Journal of Nursing and Health Care, 4(1), 1-8. https://eprints.gla.ac.uk/180272/7/180272.pdf
Inoue, N. y Light, D. (2022). Guiding educational innovation to promote children’s non-cognitive abilities to succeed: implementation of the Sesame Street curriculum in Japan. International Journal for Lesson & Learning Studies, 11(4), 245-259. https://doi.org/10.1108/IJLLS-02-2022-0020
Jadhakhan, F., Blake, H., Hett, D. y Marwaha, S. (2022). Efficacy of digital technologies aimed at enhancing emotion regulation skills: Literature review. Frontiers in Psychiatry, 13, 809-852. https://doi.org/10.3389/fpsyt.2022.809332
Jensen, H. S. (2023). Sesame Street: a transnational history. Oxford University Press.
López, È., Barreiro, F., Oriola, S. y Gustems, J. (2021). Emotional competencies in primary education as an essential factor for learning and well-being. Sustainability, 13(15), 85-91.
Mares, M. y Pan, Z. (2013). Effects of Sesame Street: A meta-analysis of children’s learning in 15 countries. Journal of Applied Developmental Psychology, 34(3), 140-151. https://doi.org/10.1016/j.appdev.2013.01.001
Nazir, M., Ali, H. y Sabir, M. A. (2025). Effect of gamification on cognitive development of students with intellectual disabilities. Advance Social Science Archive Journal, 3(02), 260-276. https://assajournal.com/index.php/36/article/view/321
Özdemir, O. (2025). Kahoot! Game‐based digital learning platform: A comprehensive meta‐analysis. Journal of Computer Assisted Learning, 41(1), 1-24. https://doi.org/10.1111/jcal.13084
Padilla, A. y Sandoval, M. (2022). La importancia de la inteligencia emocional en la educación primaria. Formación estratégica, 6(02), 60-75. https://formacionestrategica.com/index.php/foes/article/view/88
Piza, N., Amaiquema Márquez, F. A. y Beltrán Baquerizo, G. E. (2019). Métodos y técnicas de la investigación cualitativa. Algunas precisiones necesarias. Conrado, 15(70), 455-459. https://conrado.ucf.edu.cu/index.php/conrado/article/view/1162
Polette, J. M. (2025). Learning from Sesame Street: A qualitative analysis of acceptance, inclusion, and cultural diversity [Tesis doctoral, Liberty University]. Liberty University Digital Commons. https://digitalcommons.liberty.edu/doctoral/2702
Shabbir, N., Ijaz, R. y Akbar, G. (2025). Exploring teachers’ perspectives on usage of Scratch JR on creativity of students in Grade 4. Pakistan Social Sciences Review, 9(3), 319-326. https://doi.org/10.35484/pssr.2025(9-III)26
Vásquez, C. (2021). Medios, recursos didácticos y tecnología educativa. Editorial UNED.
Vázquez, P., Basile, F. y López, J. (2022). Desarrollo de las habilidades socioemocionales y de los valores en Educación Infantil y Primaria. Ediciones Octaedro.
Zeybek, N. y Sayg, E. (2023). Gamification in education: Why, where, when, and how? A systematic review. Games and Culture, 19(2), 237-264. https://journals.sagepub.com/doi/abs/10.1177/15554120231158625
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Mamakuna
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
