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

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  • Laura Guerrero-Puerta

    (Department of Education and Social Psychology, Pablo Olavide University, 41704 Seville, Spain
    Department of Pedagogy, University of Granada, 18071 Granada, Spain)

  • Miguel. A Guerrero

    (Faculty of Education, University of Malaga, 29071 Malaga, Spain)

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.

Suggested Citation

  • Laura Guerrero-Puerta & Miguel. A Guerrero, 2021. "Could Gamification Be a Protective Factor Regarding Early School Leaving? A Life Story," Sustainability, MDPI, vol. 13(5), pages 1-19, February.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:5:p:2569-:d:507160
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    1. Rosenthal, Beth Spenciner, 1998. "Non-school correlates of dropout: An integrative review of the literature," Children and Youth Services Review, Elsevier, vol. 20(5), pages 413-433, June.
    2. Clare A. O'Connor & Judith Dyson & Fiona Cowdell & Roger Watson, 2018. "Do universal school‐based mental health promotion programmes improve the mental health and emotional wellbeing of young people? A literature review," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(3-4), pages 412-426, February.
    3. Araya, Roberto & Arias Ortiz, Elena & Bottan, Nicolas L. & Cristia, Julian P., 2019. "Does Gamification in Education Work?: Experimental Evidence from Chile," IDB Publications (Working Papers) 9697, Inter-American Development Bank.
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    Cited by:

    1. Marina Moseikina & Saken Toktamysov & Svetlana Danshina, 2022. "Modern Technologies and Gamification in Historical Education," Simulation & Gaming, , vol. 53(2), pages 135-156, April.
    2. Laura M. Guerrero-Puerta & Miguel A. Guerrero, 2023. "Exploring the Relationship between Early Leaving of Education and Training and Mental Health among Youth in Spain," Societies, MDPI, vol. 13(5), pages 1-19, April.
    3. Ana López-Martínez & Lourdes Meroño & María Cánovas-López & Antonio García-de-Alcaraz & Luis Manuel Martínez-Aranda, 2022. "Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables," Sustainability, MDPI, vol. 14(17), pages 1-14, September.

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