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Interactive applications as a strategy for socio-
emotional development in primary school
students
Aplicaciones interactivas como estrategia para el desarrollo
socioemocional en estudiantes de educación primaria de
escuelas
María Granda-Moreno
Universidad Nacional de Educación, Ecuador
mbgranda@unae.edu.ec
https://orcid.org/0009-0009-5533-1927
Diana Cevallos-Benavides
Universidad de los Hemisferios, Ecuador
decevallosb@uhemisferios.edu.ec
https://orcid.org/0000-0002-5924-5737
(Received on: 22/06/2025; Accepted on: 29/07/2025; Final version received on: 12/05/2026)
Suggested citation: Granda-Moreno, M. y Cevallos-Benavides, D. (2026). Interactive
applications as a strategy for socio-emotional development in primary school students.
Revista Cátedra, 9(2), 102-121.
Abstract
The objective of this study was to propose the integration of free interactive applications to
strengthen the development of socio-emotional skills in primary school students in rural
schools. Their use allows for the creation of dynamic, participatory, and contextualized
learning experiences focused on emotion recognition, self-regulation, empathy, assertive
communication, and peaceful conflict resolution. In rural contexts, where access to
specialized educational resources and psychosocial support may be limited, these tools
offer new possibilities to complement teachers' work and promote inclusive school
environments. The research was conducted using a mixed-methods approach and a
concurrent triangulation design. For data collection, observation sheets were used with 22
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students, surveys were administered to 2 teachers, and interviews were conducted with 3
experts. The results demonstrated the pedagogical and technical feasibility of implementing
applications such as Smile and Learn, Respira, Juega, Actúa (Breathe, Play, Act), and Invasión
Zombi (Zombie Invasion). These applications stand out primarily for their offline
accessibility, cultural relevance, and capacity to promote social skills such as empathy,
emotional self-regulation, and assertive communication. Furthermore, a favorable
predisposition among teachers toward the use of technologies and digital applications was
identified, although the need for institutional strengthening for their systematic adoption is
evident. It is concluded that the proposal constitutes an innovative and contextualized
alternative to contribute to reducing educational and socio-emotional gaps in rural
environments
Keywords
Socio-emotional development, interactive applications, rural education, emotional self-
regulation, educational technologies
Resumen
El objetivo de este estudio fue proponer la integración de aplicaciones interactivas gratuitas
para fortalecer el desarrollo de habilidades socioemocionales en estudiantes de educación
primaria de escuelas rurales. Su utilización permite generar experiencias de aprendizaje
dinámicas, participativas y contextualizadas, orientadas al reconocimiento de las
emociones, la autorregulación, la empatía, la comunicación asertiva y la resolución pacífica
de conflictos. En los contextos rurales, donde pueden existir limitaciones de acceso a
recursos educativos especializados y acompañamiento psicosocial, estas herramientas
ofrecen nuevas posibilidades para complementar la labor docente y promover ambientes
escolares inclusivos. La investigación se desarrolló mediante un enfoque mixto y un diseño
de triangulación concurrente. Para la recolección de información se aplicaron fichas de
observación a 22 estudiantes, encuestas a 2 docentes y entrevistas a 3 expertos, de manera
que, los resultados evidenciaron la factibilidad pedagógica y técnica de implementar
aplicaciones como Smile and Learn, Respira, Juega, Actúa e Invasión Zombi, las cuales se
destacan en lo principal por su accesibilidad offline, pertinencia cultural y capacidad para
promover habilidades sociales como la empatía, la autorregulación emocional y la
comunicación asertiva, por otra parte, se identificó la predisposición favorable de parte de
los docentes hacia el uso de tecnologías y aplicaciones digitales, aunque es evidente la
necesidad de que exista fortalecimiento institucional para su adopción sistemática. Se
concluye que la propuesta constituye una alternativa innovadora y contextualizada para
contribuir a la reducción de brechas educativas y socioemocionales en entornos rurales.
Palabras clave
Desarrollo socioemocional, aplicaciones interactivas, educación rural, autorregulación
emocional, tecnologías educativas.
1. Introduction
The socio-economic skills allow students to understand, regularly and express their
emotions in the context. Aristulle and Paoloni indicate that emotions are subject to
emotional influence and influence in which people perceive and respond to situations,
personas and objects (Aristulle and Paoloni, 2019, p. 7). Therefore, it is vital that students
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learn to develop skills that facilitate an adequate emotional development that promotes
personal well-being, social adaptation and significant learning.
From receiving UNESCO thanks to a study carried out in the year 2019 with the aim of
promoting the teaching of socio-economic skills in educational systems, the module is based
on consideration of very socio-economic skills: empathy, awareness of diversity and self-
regulation school. In relation to empathy, the results obtained from the various
participating countries show that the students report their conduct, emotions or feelings
that are based on empathy on repeated occasions with moderate frequencies of 55% and
only 15% declares a low frequency of this type of behavior, if Cuba is a country that has a
higher average than other participating countries in this category. On the other hand,
UNESCO indicated that 85% of students from the participating countries declared a
favorable activity, although only 6% reported feeling much dissatisfaction among their
distinct people, whether in Costa Rica or Cuba who found their most positive points in this
area. Finally, in terms of automatic school regulation, the 74% of responses indicate that
students are aware of the fact that they are capable of ejecting automatic actions in the
school environment and only 5% report that this type of conduction occurs with a low
frequency. non-existent, new Cuba has seen a major point that the rest of the participating
countries, Brazil reveals a lower point, but it has a positive level (UNESCO, 2024, p. 22-27).
In the current situation, the socio-economic development has been consolidated as an
essential component in basic education, especially in the rural sectors of Ecuador, where
the social, economic and technological conditions present limited variations and strengthen
the socio-economic skills that can mark a positive difference. in the general well-being and
academic despair of children. La presente investigación trata sobre la problemática
relacionada con la utilización de recursos tecnológicos interactives orientados al desarrollo
socioemocional en estudiantes de educación primaria de escuelas rurales. The root of the
problem is the limited availability of innovative teaching methods adapted to the economic
needs of students, which restricts their educational potential and negatively affects their
overall well-being.
One of the main issues identified is the limited access to technology in rural areas, which
has a direct impact on the viability of digital strategies applied in the classroom. According
to data from the National Institute of Statistics and Censuses (INEC), digital analysis in the
rural sector reaches 14.1% in people between 15 and 49 years old, including those who do
not have an active cell phone, do not use a computer or have access to the internet in it last
year (INEC, 2024, p. 20).
This situation is based on various factors, among them the resistance or the scarce interests
of some educational documents related to the change processes, the lack of capacity in the
pedagogical use of interactive applications and the limitation of the existence of local studies
in this topic. In conjunction, these conditions make it difficult to effectively implement
technological strategies oriented toward the growth of socio-economic development in
childhood. Emotional education constitutes an important pillar in the development of
children, particularly in early childhood. Ignoring this aspect can generate negative
consequences in your self-esteem, academic coexistence and learning ability. In this context,
Garofalo and Villao identify multiple applications in the rural educational system, stories
such as the lack of understanding of the educational use of technology, the lack of access to
teaching courses, the precariousness of basic services, and the adverse geographic
conditions that make assistance to classes difficult, and the limited orientation of education
towards technical productive development (Garofalo and Villao 2018, p. 156). In this
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situation, we recognize the urgent need to integrate digital networks with interactive
applications, those which are demonstrated to be effective in fostering skills such as
empathy, emotional regulation and communication, through educational and accessible
activities in the context. pedagogical.
The idea of this research consists of proposing a didactic guide: discovering socio-economic
skills through collaborative games without connectivity. The proposal is supported by a
framework of research with mixed methodology, which combines quantitative and
qualitative instruments with a predominance of qualifications, allowing for a more
profound understanding of the phenomenon studied.
The suggestions that this is your study: can free interactive applications be offered to help
you learn socio-economic skills in general basic education at a rural school? Do free and
accessible technological options currently exist to serve this purpose in rural educational
contexts? Do you have the digital skills level of this institution? Are there educational and
teaching benefits offered to improve socio-economic skills in basic general education
students? As it answers to these questions, this plant studio offers free interactive APPS for
the development of socio-economic skills in primary education students of rural schools, so
it is also hoped that it can be replicated or adapted to other similar contexts, providing a
contextualized solution to the existing economic and technological gap.
This proposal responds to a concrete educational need and offers a relevant pedagogical
alternative to reduce inequalities in access to emotional and digital resources in rural areas.
To integrate technological tools into the classroom in an intentional and context-sensitive
manner, it contributes to a more inclusive, equitable and humanized education of the first
and second students.
This article is organized into five epigraphs. In the first section we describe the introduction
that addresses the antecedents, the justification of the study and the questions of the
investigation; In section 2 we will discuss the revision of the literature that theoretically
funds the study, mainly in the socio-economic development, the pedagogical use of
information technology and communication and interactive educational applications. In
section 3 we describe the methodological design, explaining the mixing process, the type
and the investigation design, the population and the data, the data collection instruments
and the analysis procedure. In section 4 we present and discuss the quantitative and
qualitative results, and incorporate the didactic proposal based on interactive applications
to promote socio-economic skills in rural contexts. In the last section 5 we explain the
conclusions derived from the main conclusions obtained from the study.
2. Literature Review
2.1 Definition of socio-emotional development
Diehl and Gómez state that socio-emotional development refers to the set of cognitive and
emotional skills that a person can acquire and strengthen to act in ways that promote both
their own well-being and that of others (Diehl & Gómez, 2020, p. 6). These skills allow
individuals to achieve positive outcomes in their health, interpersonal relationships, and
academic and professional goals, as well as facilitating positive participation in society.
2.1.1 Importance of socio-emotional skills
The Ministry of Education indicates that social-emotional education is a comprehensive
process through which children and adolescents acquire and apply knowledge, values,
attitudes, and skills essential for understanding themselves and others, making responsible
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decisions, and facing challenges ethically (Ministry of Education of Ecuador, 2020, p. 3). Its
purpose is to develop tools that promote personal and social well-being, in accordance with
the recommendations of organizations such as the WHO, PAHO, and UNICEF, which
highlight the importance of fostering life skills as a protective factor for emotional and
mental health. Within the framework of Ecuador's National Education System, five
fundamental skills for students' social-emotional development have been identified:
empathy, understood as the ability to put oneself in another person's shoes, understand
their emotions, and accept differences; self-awareness, which allows one to recognize
emotions, thoughts, strengths, and areas for improvement; emotional management, related
to the ability to identify, express, and manage feelings such as anger, sadness, or frustration,
avoiding impulsive responses; Conflict resolution, which promotes a peaceful, dialogical,
and constructive approach to disagreements; and decision-making, which enables informed
and responsible choices among various alternatives, considering their consequences, the
context, and one's own and collective well-being (MINEDUC, 2020, p. 4).
2.2 Principles of the pedagogical use of ICT
Based on the following principles, the importance of a reflective and contextualized
integration of ICT in education can be highlighted, considering not only its presence in the
classroom, but also its function and the way in which it is used to improve teaching and
learning processes.
a. Transformation of organizational structures
The implementation of ICTs in Ecuadorian public schools has modified the
organizational structures of educational centers, although it has not substantially
altered educational practices in the classroom (Gallego et al., 2010, p. 5).
b. Fostering student motivation
The use of ICTs has been shown to foster high student motivation to learn,
suggesting a positive impact on the teaching-learning process (Gallego et al., 2010,
p. 8).
c. Digital Competencies and Teacher Training
The effective incorporation of ICTs in education requires that teachers be
adequately trained and equipped to integrate these technologies into their
pedagogical practices (Gallego et al., 2010, p. 13). Therefore, teachers' digital
competencies consist of the effective use of technological tools for pedagogical
purposes, beyond their instrumental function (Guevara, 2024, p. 104).
d. Curricular Integration of ICTs
For ICTs to have an impact on education, it is essential that they be integrated into
the curriculum and not used in isolation or as a supplement (Gallego et al., 2010, p.
17).
e. Continuous Evaluation and Adaptation
It is important to continuously evaluate the use of ICTs in the educational
environment and adapt them according to the specific needs and contexts of each
institution and educational community (Gallego et al., 2010, p. 15).
2.3 What are interactive educational applications?
“Interactive applications designed for educational purposes allow students to interact
dynamically with diverse multimedia resources such as text, graphics, audio, video, and
links” (Salazar et al., 2025, p. 868). These types of applications do not simply present
information passively, but rather invite the user to actively participate in their learning
process.
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Based on an analysis of López-Peñalver's work (2023), several types of applications
specifically aimed at emotional development are identified:
a. Mindfulness Applications
According to López-Peñalver (2023), these consist of breathing exercises, guided
meditations, and relaxation activities (p. 9). Students learn to manage stress and
anxiety, improving their emotional well-being and concentration in the school
environment, as exemplified by the app "Breathe, Play, Act."
b. Interactive Role-Playing Games
Role-playing games allow students to assume different characters and situations,
facilitating the understanding and expression of their own and others' emotions
(López-Peñalver, 2023, p. 20). A recommended application that incorporates this
methodology is called "Mathematics: Zombie Invasion."
c. Digital simulations
López-Peñalver (2023) defines them as simulation applications that offer virtual
environments where students can experience various social and emotional
situations in a safe context (López-Peñalver, 2023, p.16), such as the “Smile and
Learn” application.
Implementing these applications in the primary education curriculum would contribute to
students' holistic development by combining academic learning with the strengthening of
emotional and social skills. Furthermore, the strategic use of ICT in the classroom fosters a
more interactive and participatory learning environment, preparing students to face the
challenges of an increasingly digital and complex world.
2.3 1 Characteristics of an effective educational app
The use of mobile technologies has become increasingly important as a support tool in
teaching and learning processes, and the incorporation of mobile applications opens up new
possibilities for personalizing teaching, motivating students, and facilitating access to
knowledge. However, for these technological tools to be truly effective, they must meet
certain pedagogical, technical, and contextual quality criteria, such as:
a. Meaningful Pedagogical Integration
Vera and Cárdenas indicate that these tools should be aligned with curricular
objectives and facilitate teacher mediation, not replace it (Vera & Cárdenas, 2021, p.
112). Their use should respond to the real needs of the teaching-learning process,
promoting active and student-centered methodologies.
b. Accessibility and Adaptability
Vera and Cárdenas state that it is essential for them to be accessible to diverse
educational contexts (Vera & Cárdenas, 2021, p. 113), considering factors such as
connectivity, device availability, and users' digital skills.
c. Ease of Use and Intuitive Design
Vera and Cárdenas affirm that a user-friendly interface and intuitive design (Vera &
Cárdenas, 2021, p. 115) allow both teachers and students to use the application
without technical difficulties, enabling them to focus on the educational content.
d. Fostering Autonomy and Motivation
Vera and Cárdenas state that successful applications promote student autonomy,
offering opportunities for self-directed learning and self-assessment (Vera &
Cárdenas, 2021, p. 116). They also incorporate elements that increase motivation,
such as immediate feedback and rewards for achievements.
e. Teacher Training and Technical Support
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Vera and Cárdenas mention that the effective implementation of educational
applications requires training programs for teachers (Vera & Cárdenas, 2021, p.
118), enabling them to critically and reflectively integrate these tools into their
teaching practice.
f. Evaluation and Continuous Improvement
Vera and Cárdenas indicate that it is necessary to establish evaluation mechanisms
to measure the application's impact on learning and gather user feedback (Vera &
Cárdenas, 2021, p. 121). This allows for adjustments and continuous improvements.
2.4 Pedagogical Foundations
a. Daniel Goleman's Theory of Emotional Intelligence
Emotional intelligence is "the set of skills that allow one to recognize, express, and
manage emotions appropriately, both personally and socially" (Caputi, 2024, p. 48).
Emotions such as self-motivation, perseverance, empathy, and mental agility can be
strengthened with the help of interactive apps that contribute to students
developing a resilient and socially adaptive character.
b. Ausubel's Theory of Meaningful Learning
Meaningful learning occurs when new information is linked in a non-arbitrary and
substantive way to the student's prior cognitive structure through advance
organizers that prepare the conceptual groundwork (Pinzón, 2024, p. 8860).
Interactive apps promote and facilitate deep understanding, lasting retention, and
the development of critical thinking by allowing students to actively reason, analyze,
and evaluate the content.
c. Vygotsky and Piaget's Constructivism and Technology-Mediated Learning
According to Rodríguez, Jean Piaget conceives of constructivism as a process of
progressive cognitive development, where the individual assimilates new
knowledge through pre-existing mental schemas. He also posits that learning occurs
through exploration of the environment, and that the processes of assimilation and
accommodation allow for the attainment of complex states of thought. On the other
hand, Lev Vygotsky considers learning to be a social process mediated by language
and interactions with others (Rodríguez, 1999), particularly with those who possess
greater knowledge. Therefore, in both processes, interactive apps allow students to
explore, experiment, and collaborate on activities that promote socio-emotional
development through technology as a mediator of learning.
3. Methodology
This work is based on the pragmatic paradigm, understood as the capacity of an idea or
proposal to generate practical, useful, and beneficial results in addressing a specific problem
(Arias, 2023, p. 15). In accordance with this paradigm, a mixed-methods approach is
adopted, defined as the set of systematic processes for collecting, analyzing, and integrating
quantitative and qualitative data within a single study, with the purpose of providing a
broader and deeper response to the research question (Hernández-Sampieri et al., 2014, p.
532). The choice of this paradigm and approach directly responds to the overall objective
of proposing the implementation of interactive applications aimed at strengthening the
socio-emotional development of students in rural areas.
3.1 Approach
The present research employs a mixed-methods approach, with a predominance of
qualitative elements, allowing for a deep and contextualized understanding of the
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contribution of interactive applications to the socio-emotional development of primary
school students in rural environments. From the qualitative perspective, this approach is
recognized as enabling the formulation and refinement of questions and hypotheses before,
during, and after data collection and analysis (Hernández-Sampieri et al., 2014, p. 7). In this
sense, semi-structured interviews were used to explore the perceptions, experiences, and
meanings constructed by experts regarding the importance of socio-emotional
development in rural areas; the influence of applications on learning breathing and self-
regulation techniques; their feasibility of implementation in contexts with technological
limitations; the methodological challenges associated with the use of interactive games;
their impact on the understanding and management of emotions, as well as on motivation
toward school subjects; and the didactic elements that promote socio-emotional learning.
In addition, the quantitative approach, which allows for data collection to test hypotheses
based on numerical measurement and statistical analysis (Hernández-Sampieri et al., 2014,
p. 4), is implemented through Likert-type surveys for teachers and Likert-type observation
checklists for students, in order to identify observable changes in socio-emotional
competencies. This methodological articulation allows for the validation of qualitative
findings with empirical evidence, thus providing a comprehensive, rigorous perspective
adapted to the rural context in which the study is conducted.
3.2 Type of research
This study falls under the category of applied and participatory research, as it seeks to
achieve relevant knowledge and address a general problem (McMillan & Schumacher, 2005,
p. 24) through a specific educational intervention based on the implementation of
interactive applications that promote the socio-emotional development of elementary
school students in a specific rural context. It is also classified as exploratory and descriptive
research, given that its purpose is to examine a research topic or problem that has received
little attention (Hernández-Sampieri et al., 2014, p. 91) and to characterize the experiences
and perceptions of teachers and students regarding the pedagogical use of these
technological tools, as well as to identify observable changes in skills such as empathy,
emotional self-regulation, and communication.
3.3 Research Design
The research was conducted using a Concurrent Triangulation Design (DITRIAC),
characteristic of a mixed-methods approach, which allows for the simultaneous collection
and analysis of qualitative and quantitative data. Although the data obtained simultaneously
are analyzed separately (Hernández-Sampieri et al., 2014, p. 557), the results are
subsequently integrated in the interpretive phase to establish convergences,
complementarities, or discrepancies. The triangulation process included comparing the
teachers' quantitative perceptions, obtained through surveys, with classroom observations
of students; validating the findings with expert opinions; and cross-referencing the data
with the theoretical framework, thus strengthening the internal coherence and interpretive
rigor of the research:
• Phase 1: Quantitative Instrument
Likert-type surveys will be used with teachers, and Likert-type observation
checklists will be used with students to evaluate teachers' digital competence levels
and students' progress in socio-emotional skills.
• Phase 2: Qualitative Instrument
Structured interviews will be conducted with experts in educational psychology and
technologies applied to education. The purpose is to deepen our understanding of
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the pedagogical use of interactive applications and their contribution to children's
socio-emotional development.
• Phase 3: Integration of Results
In this stage, the qualitative and quantitative results will be triangulated and
integrated. The findings will be compared and interpreted together, using a side-by-
side approach (Hernández-Sampieri et al., 2014, p. 557). The quantitative results
are presented first, followed by the qualitative categories and relevant quotes from
experts, to determine convergences, divergences, or complementary contributions.
3.4 Sample population
The sample population is defined as a subgroup of the universe or population from which
data are collected and which must be representative of it (Hernández-Sampieri et al., 2014,
p. 173). In this study, it consists of students in Basic General Education at a public school
located in a rural area. This sample includes both the students and the teachers who actively
participate in the teaching-learning process within the classroom, constituting the focus
group on which the data collection techniques and instruments were applied.
Level
EGB
Parallel
A
Conference
Morning
Students
22
Teachers
2
Experts
3
Grand Total
27
Table 1. (Granda, 2025).
The selected sample consists of the 3 experts, a total of 22 students and 2 teachers from a
small rural school characterized by a low socioeconomic level. All attend the morning
session, so the small population is accessible and manageable; therefore, we will work with
all participants.
3.5 Correlation of Instruments
The integration of both approaches, qualitative and quantitative, will be achieved through
methodological triangulation. The findings from the numerical data of the personal surveys
and observation sheets will be compared with the numerical results obtained through the
surveys. This correlation will allow:
Validate the internal consistency of the data by comparing participants' subjective
perceptions with quantifiable indicators.
Identify and explain in detail how interactive applications would contribute to
specific aspects of socio-emotional development.
Delve deeper into the analysis of the benefits and challenges associated with
integrating technologies, which will facilitate the development of improvement
strategies adapted to the rural educational context.
Therefore, to determine the reliability of the results, Cronbach's Alpha was applied. This
tool measures the internal consistency or reliability of the test-type data collection
instrument, producing values between zero and one (Hernández-Sampieri et al., 2014, p.
295). The validation of the surveys administered to teachers yielded a very positive
Cronbach's Alpha reliability coefficient of 0.973, while the observation checklists
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administered to students showed a Cronbach's Alpha reliability coefficient of 0.953,
indicating completely reliable responses.
On the other hand, the process that allowed for the validation of the proposal, where the
interviewed experts indicated that interactive applications do indeed contribute to socio-
emotional development provided they are implemented with teacher mediation,
adaptations, teacher training, and institutional support, was carried out using MAXQDA
software. This is a definitive qualitative data analysis software that allows for the
organization, analysis, and interpretation of a variety of data, and its functions include
coding, categorization, data visualization, text search, and quantitative content analysis
(VERBI Software, 2025). The experts agreed that the collaborative games approach fosters
student motivation and the acquisition of soft skills.
3.5.1 Operationalization of the study variables/categories
The operationalization of the study variables on interactive applications and socio-
emotional development is established below, in order to collect, analyze, and interpret data.
This operationalization is directly aligned with the study objectives and the selected
instruments.
Independent
Variable
Study
Category
Dimensions
Observable
Indicators
Technique
and
Instrument
Unit of Analysis
Interactive
Apps.
Pedagogical
integration
of the app.
Use in
activities -
Curriculum
relevance.
Frequency of
app use in
the
classroom –
Relationship
to
educational
objectives.
Likert scale
survey /
Structured
interview.
Teachers/Experts.
Accessibility
and
adaptability.
Offline use -
Context
adaptation.
Ease of
access to the
app –
Suitability to
the rural
environment
and
children's
abilities.
Likert scale
survey.
Teachers.
Usability
and design.
User-
friendly
interface -
Navigation.
Opinion on
ease of use
and
interaction.
Likert scale
survey.
Teachers/Students.
Acceptance
and
continued
use.
Overall
assessment -
Willingness
to continue.
Intention to
continue
using the
app –
Perceived
usefulness.
Likert scale
survey.
Teachers/Students.
Table 2. (Granda, 2025). Study variables/categories, independent variable.
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Independent
Variable
Study Category
Dimensions
Observable
Indicators
Technique
and
Instrument
Unit of
Analysis
Socio-
emotional
Development.
Empathy.
Comprensión
emocional-
Cooperación.
Interés por las
emociones ajenas-
Colaboración en
actividades con
otros.
Encuesta
likert.
Docentes /
Estudiantes.
Emotional self-
regulation.
Impulse
control -
Emotional
recognition.
Use of emotional
control strategies
- Verbal
identification of
emotions.
Likert
survey.
Teachers /
Students.
Assertive
communication.
Expression of
ideas - Social
interaction.
Likert
survey.
Teachers.
Application in
daily life.
Transfer of
learning.
Clarity in
communicating
emotions -
Participation in
group activities.
Likert
survey.
Teachers.
Table 3. (Granda, 2025). Study variables/categories, dependent variable.
4. Discussion and Results
The percentages obtained in the quantitative analysis were calculated using SPSS v.25
statistical software. Likert-type observation sheets were applied to 22 students, allowing
the collection of data on their performance in different socio-emotional skills. Likert-type
surveys were also administered to 2 teachers to obtain a complementary perspective from
pedagogical practice. The results obtained from these quantitative instruments revealed
clear trends in the development of the evaluated competencies, facilitating the identification
of strengths and areas for improvement within the process of implementing the activities
aimed at the students.
Figure 1. Responses regarding students' awareness of their abilities and limitations.
57.2% of the students showed a high level of self-awareness, with 28.6% indicating this
"frequently" and 28.6% "always." Betina and Contini indicate that social skills influence
areas such as school and family life, since children who show difficulties in relating to others
tend to experience long-term problems such as school dropout, violent behavior, and
psychopathological disturbances as adults (Betina & Contini, 2011, p. 161). Therefore, this
skill, fundamental for self-regulation and self-esteem, is fostered by reflective activities that
23,8%
19%
28,6% 28,6%
0
5
10
15
20
25
30
35
Rarely Sometimes Frequently Always
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promote the recognition of emotions, achievements, and areas for improvement. The app
played a significant role in this by allowing children to self-evaluate in playful environments.
Figure 2. Responses regarding the appropriate management of student frustration.
Although 38.1% indicated that they “always” succeed, a significant group falls into medium
or low levels, with 23.8% reporting “sometimes” and 14.3% “rarely.” This suggests that,
while progress has been made, difficulties in emotional control when faced with frustration
persist. It should be noted that low frustration tolerance is linked to emotional situations
such as negative events involving aggression, desolation, maladjustment, apathy, and
anxiety, triggering an emotional imbalance in the student (Degante & Caselin, 2022, p. 342).
Therefore, this skill needs to be reinforced through breathing exercises, mindfulness, and
problem-solving activities, which are integrated into the dynamics of the application used.
On the other hand, the results of the surveys administered to teachers indicate a favorable
disposition toward the use of technology for socio-emotional purposes, despite the
structural limitations of the rural environment.
Figure 3. Teacher surveys. I use digital tools to work on socio-emotional aspects such as empathy, self-
regulation, and conflict resolution.
One hundred percent of the participants reported using digital tools to work on aspects such
as empathy, self-regulation, and conflict resolution, at levels of "frequently" and "always,"
agreeing that technology has the potential to strengthen emotional development in rural
contexts. As Borja and Carcausto state, "Digital tools in education can be defined as the set
of applications and platforms that can help both teachers and students in their academic
work" (as cited by Echeverría and Molina, 2022, p. 3), the teachers indicated that they do
indeed use these tools, with one frequently and the other always. This is a very positive
9.5%
14.3%
23.8%
14.3%
38.1%
0
10
20
30
40
50
Never Rarely Sometimes Frequently Always
50% 50%
0
10
20
30
40
50
60
Frequently Always
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result, as it demonstrates a clear appropriation of the emotional approach through digital
resources. This favorable attitude constitutes an essential pillar for implementing
innovative, technology-based strategies in the classroom.
Figure 4. Teacher surveys. I have received training in the use of technologies to work on socio-emotional skills.
Both teachers indicated that they had received training 50% “frequently” and 50% “always.”
This training is key to the sustainability of initiatives such as the incorporation of interactive
apps with an emotional focus. Authors like Espinoza and Rodríguez (2017) suggest that
“new technologies available to children offer new possibilities for accessing information
and communication, and also new paradigms for relating to the social context, through the
modification and generation of socio-affective skills” (p. 6).
Now, from the qualitative analysis, carried out using the MAXQDA software, which allowed
the identification of emotional categories such as emotional self-regulation, empathy, and
collaborative work, based on interviews with the experts, the main findings are presented
below. Activities such as “Breathe, Play, Act” strengthened emotional self-awareness, “Smile
and Learn” facilitated the identification of one's own emotions and those of others through
interactive stories, and the role-playing game “Zombie Invasion” promoted team decision-
making, shared leadership, and cooperation among peers.
Experts emphasized that the use of educational technologies for socio-emotional purposes
is not only relevant but also viable, provided there is teacher guidance and pedagogical
contextualization. The use of MAXQDA allowed for the organization and validation of these
perceptions, supporting the effectiveness of the proposal as an innovative and accessible
alternative for emotional education in rural settings.
Expert Response 1
Expert Response 2
Expert Response 3
Analysis and
Interpretation
Breathing and
relaxation are
processes that help
us with emotional
self-regulation,
allowing us to
better manage and
control our
emotions, as well as
adapt better to
different situations,
Digital breathing
and relaxation
techniques help
students calm
down, identify their
emotions, and
respond better to
stress. Being
interactive and
accessible, they
promote emotional
I've seen that there
are apps for self-
regulation, for both
children and adults,
and that would
make it much easier
for us to reduce
stress and anxiety.
According to López-
Peñalver (2023),
digital breathing
and relaxation
techniques help
manage stress and
control emotions,
facilitating healthy
habits. Experts
agree that these
techniques promote
50% 50%
0
10
20
30
40
50
60
Frequently Always
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so their influence
on our nervous
system and the
physiological
responses in our
body are very
positive.
self-regulation in a
practical and
consistent way.
emotional self-
regulation by
reducing stress and
anxiety,
highlighting their
practicality and
accessibility, which
allow for consistent
and engaging
implementation for
students.
Furthermore, they
not only improve
immediate
emotional
responses but also
develop healthy
habits for long-term
stress management.
CODING (TR)
TR-1: Emotional
self-regulation.
TR-2: Adaptation.
TR-3: Influence on
the nervous system.
TR-4: Physiological
responses.
TR-1: Relaxation
Techniques
TR-2: Identifying
Emotions
TR-3: Responding
to Stress
TR-4: Ongoing
Encouragement.
TR-1: Reduce stress
and anxiety.
Table 4. Expert Interviews. How can the use of digitized breathing and relaxation techniques influence the
student's emotional self-regulation??
Expert Response
1
Expert Response
2
Expert Response
3
Analysis and
Interpretation
Any reward
obtained through
pleasurable
motivation
generates interest,
which can be
favorably applied to
subjects like
mathematics.
Yes, because it
transforms learning
into a fun and
practical
experience,
sparking interest
and commitment in
students.
Yes, in fact, it's
always important to
make the class
interactive and fun;
this greatly helps
student learning.
Gallego et al. (2010)
point out that
educational games
motivate students
by making classes
dynamic and
engaging,
improving their
performance and
commitment.
Experts agree that
these activities
increase motivation
and interest, even in
subjects perceived
as difficult,
fostering
engagement and
academic
achievement
CODING (MA)
MA-1: Reward
obtained.
MA-2: Pleasurable
motivation.
MA-3: Favorable
application.
MA-1: Playful
experience.
MA-2: Practice.
MA-3: Interest and
commitment.
MA-1: Interactive
Class
MA-2: Learning
Support
Table 5. Interviews with experts. Do you believe that this type of game can improve student motivation
towards areas such as mathematics or other subjects?
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Expert Response 1
Expert Response 2
Expert Response 3
Analysis and
Interpretation
Consider criteria
that ensure
adaptability and
effectiveness.
Aspects such as
accessibility,
culturally relevant
content, usability,
security, and
integration with the
local educational
community should
be evaluated.
Offline accessibility,
simplicity, cultural
relevance, ease of
use for teachers,
and local technical
support.
Having an attractive
interface and, above
all, having tools that
are useful and at the
same time
optimized and
easily accessible,
meaning that the
app is not too
difficult to use.
According to Vera
and Cárdenas
(2021), apps must
be accessible,
relevant, and easy
to use to be
effective in rural
contexts. The
experts emphasize
the importance of
offline accessibility,
simplicity, and
cultural relevance,
since in rural areas
the selection of
tools must respond
to local and
technical conditions
to guarantee their
effectiveness and
sustainability.
CODING (CSA)
CSA-1: Adaptability
and effectiveness.
CSA-2: Cultural
content.
CSA-3:
Accessibility,
usability, security,
and integration.
CSA-1:
Accessibility.
CSA-2: Simplicity.
CSA-3: Cultural
Relevance.
CSA-4: Technical
Support.
CSA-1: Attractive
interface.
CSA-2: Useful tools.
CSA-3:
Optimization.
CSA-4: Easy access.
Table 6. Expert interviews. What criteria would you recommend considering when selecting an educational
app with an emotional focus for rural contexts?
The responses provided by the experts strengthen the relevance of the pedagogical
proposal formulated in this research, whose content consists of a didactic guide:
Development of Socio-emotional Skills through Collaborative Games without Connectivity,
aimed at primary education students in rural schools.
Figure 5. (Smile and Learn, 2025)
This guide proposes the intentional integration of interactive applications such as Smile and
Learn, Breathe, Play, Act, and Zombie Invasion. These applications were selected due to
their offline accessibility and cultural relevance, as well as their ability to promote empathy,
emotional self-regulation, and communication through playful and collaborative activities.
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The proposal, based on the Technological Pedagogical Content Knowledge (TPACK) model,
which focuses on “articulating technological, pedagogical, and curriculum content
knowledge to achieve the integration of ICT in teaching practice” (Salas-Rueda, 2019, p. 4),
allowed us to understand that the applications were analyzed not only for their
technological potential but also for their alignment with socio-emotional learning objectives
and their suitability for the specific content of primary school students in rural areas.
Finally, the process carried out using the MAXQDA software allowed for the validation of
the proposal, where the experts interviewed indicated that interactive applications do
indeed contribute to socio-emotional development, provided they are implemented with
teacher mediation, adaptations, teacher training, and institutional support. They also
agreed that the collaborative games approach fosters student motivation and the
acquisition of soft skills.
5. Conclusions
First, the selection of the applications is justified by their technical and pedagogical
characteristics, such as user-friendly design, cultural relevance, and ease of use. These
factors facilitate student participation and strengthen emotional understanding and
expression, which aligns with the theoretical framework and Goleman's emphasis on
developing emotional competencies, especially for students with less exposure to
innovative resources. Second, despite the identified technological limitations, such as
unstable connectivity and a scarcity of devices, these do not preclude the proposal; rather,
they condition its reach and impact. The offline accessibility of the selected applications
becomes a key element in overcoming these barriers, as it allows their use without internet
access, thus mitigating the effects of the digital divide that characterizes rural areas.
Third, it is concluded that the integration of interactive applications such as “Smile and
Learn,” “Breathe, Play, Act,” and “Zombie Invasion” constitutes a highly relevant pedagogical
approach for strengthening socio-emotional skills such as empathy, emotional self-
regulation, and assertive communication in elementary school students. This is supported
by the TPACK model, as the apps not only possess adequate technological potential but also
align with pedagogical objectives and curricular content that promote socio-emotional
learning in the rural context.
Fourth, the findings show that the effectiveness of these tools depends directly on teacher
mediation, appropriate pedagogical contextualization, and ongoing professional
development. Teachers expressed a positive predisposition toward the use of technology
but recognize the need for greater institutional support. Therefore, it is recommended that
implementation include training workshops focused on the practical use of applications,
emotional mediation strategies based on Goleman's framework, and guided activities to
inform lesson planning. Fifth, the methodology based on data triangulation confirmed the
coherence and robustness of the results, integrating teacher perceptions, student
observations, and expert validation. This convergence demonstrates that the proposal is
viable, contextualized, and innovative for reducing educational and emotional gaps in the
rural school studied, constituting a formative strategy that promotes meaningful, equitable
learning adapted to the needs of the educational community.
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Acknowledgments
To my esteemed teacher Diana Cevallos Benavides, for the time she gave me to guide me
during the completion of this work, to the Institution in general and to the teachers and
students who make it up.
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Authors
MARÍA GRANDA-MORENO earned her Bachelor of Science degree in Basic Education from
the National University of Loja (UNL) in Loja, Ecuador, in 2024. She currently works as a
primary school teacher at the "24 de Junio" rural school in the community of Pomatoglla,
Cañar Chontamarca. Her research priorities focus on "Interactive Apps as a Strategy for
Socio-Emotional Development in Primary School Students in Rural Schools."
DIANA CEVALLOS-BENAVIDES earned her Master of Science degree in Educational
Management and Leadership from the Private Technical University of Loja, Ecuador, in
2014. She obtained a Bachelor of Science in Education from the Universidad Particular de
Especialidades Espíritu Santo, Ecuador in 2024. She also earned a degree in Foreign Trade
and Integration Engineering from the Universidad Tecnológica Equinoccial in 2011. With a
Master's degree in Educational Management and Leadership, she is a PhD candidate in
Education at the National University of Rosario (UNR) in Argentina. She has over 10 years
of experience specializing in university teaching at the undergraduate, graduate, and
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diploma levels at the National University of Education (UNAE), Indoamérica University
(UTI), University of the Americas (UDLA), and International University (UIDE), focusing on
research development and support, innovative project management, quality processes, and
power skills. Her professional profile is characterized by a strong commitment to service,
leadership, critical thinking, sustainable methodologies, and digital transformation. She is
currently the Academic Coordinator of the Master's Programs in Education at the online
school of the University of the Hemispheres (UHE).
Declaration of authorship-CRediT
MARÍA GRANDA-MORENO: State of the art, related concepts, data analysis, validation,
conclusions, final review.
DIANA CEVALLOS-BENAVIDES: State of the art, related concepts, methodology, validation,
data analysis, writing.
Statement on the use of artificial intelligence
The authors declare that they used the ChatGPT tool – GPT-4 model (OpenAI), June 2025
version, exclusively to support language improvement. None of the scientific content,
results, analyses, or interpretations were generated by artificial intelligence. All material
was written, reviewed, and validated by the author, who is responsible for its accuracy and
rigor.
