Could Gamification Be a Protective Factor Regarding Early School Leaving? A Life Story

Laura Guerrero-Puerta and Miguel. A Guerrero
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Laura Guerrero-Puerta: Department of Education and Social Psychology, Pablo Olavide University, 41704 Seville, Spain
Miguel. A Guerrero: Faculty of Education, University of Malaga, 29071 Malaga, Spain

Sustainability, 2021, vol. 13, issue 5, 1-19

Abstract: The European Union has recognized the close relationship between mental health, well-being, and education, encouraging studies and whole school interventions that work in the interrelationship between mental health and school, especially in aspects related to Early School Leaving (ESL). Literature shows that there are research gaps in this regard, but there are some inklings to think that innovative teaching methods can improve both adolescent´s mental health and reduce the rates of ESL. The main objective of this article was to find out how the use of game-based teaching techniques affects the well-being of students at risk of ESL. The life story of one young student that has left school early has been studied, focusing on the impact that gamification had in his scholar trajectory and well-being. Data analysis was carried using the constructivist version of the grounded theory. Results showed a certain degree of interrelation between all three aspects. Pointing that a period of gamification can have a positive effect in school engagement as a result of better levels of wellbeing, but also, that if this methodology is not maintained or accompanied it can cause a rebound effect acting as a risk factor to ESL.

Keywords: gamification; adolescence; game-based learning; early school leaving; dropout; well-being; mental health; life story; grounded theory (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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