Interactive Interactive applications as a strategy for socio-emotional development in primary school students.

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 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.