本研究旨在探討將社交情緒學習（SEL）實踐融入遊戲化翻轉教室方法對學生情緒調節、自我同情、學習技能、溝通和協作傾向的影響。採用拟實驗設計，研究納入了36名來自越南一所大學的兩個學習技能課程班級的學生。這兩個班級被隨機分配到了社交情緒學習增強的遊戲化翻轉教室方法（SEL-GFLA）組和遊戲化翻轉教室方法（GFLA）組。SEL-GFLA組學生體驗了包括冥想呼吸、事前反饋稱讚和樂觀結束在內的SEL實踐。

利用曼-惠特尼U檢驗分析了SEL實踐融入遊戲化翻轉教室方法的效果。結果顯示，與GFLA組相比，SEL-GFLA組的學生展示了更高水平的學習技能和改善的溝通傾向。此外，干預組表現出了更高水平的整體自我同情和減少了負面的自我同情方面，如自我評判、孤立和過度認同。在情緒調節方面，兩組之間出現了顯著差異，表明參與SEL實踐的學生對情緒抑制有著增強和重新評估的調整。定性結果從參與者的訪談中整理出了五個核心主題：學習能力支持、情緒評估支持、社交能力支持、潛在實施以及不重要的維度。定性研究結果不僅支持了定量研究結果，還提供了學生對SEL實施的看法和未來干預建議的寶貴見解。

本研究的發現希望為將SEL實踐融入教學方法中以增強學生的社會情緒和學術成果的教育工作者和政策制定者做出貢獻。此外，本研究在幾個方面擴展了現有文獻。首先，教育工作者和實踐者可以適應本研究的設計，通過將SEL實踐融入教學來增強學生的學習體驗。其次，該研究提供了有關如何將SEL實踐無縫地融入正式的技術增強課程設計的實證證據，超越了其僅僅作為附加課程或軟技能課程的角色。最後，本研究的結論可以應用於共享相似教育制度和發展軌跡的東南亞語境。

This study investigated the impact of integrating Social-Emotional Learning (SEL) practices into a Gamified Flipped-Classroom Approach on students' emotion regulation, self-compassion, study skills, communication, and collaboration tendencies. Employing a quasi-experimental design, the research involved 36 students from 2 classes enrolled in a Study Skills course at a Vietnamese university. The two classes were randomly allocated to the SEL-enhanced Gamified Flipped-Classroom Approach (SEL-GFLA) group and the Gamified Flipped-Classroom Approach (GFLA) group. The SEL-GFLA group experienced SEL practices including meditation breathing, pre-feedback compliments, and optimistic closures.
The findings were analyzed through the Mann-Whitney U test in order to examine the effects of the incorporation of SEL practices into the gamified flipped classroom approach. Consequently, students in the SEL-GFLA group demonstrated higher levels of study skills and improved communication tendency compared to their counterparts in the GFLA group. Furthermore, the intervention group displayed elevated levels of overall self-compassion and reduced negative aspects of self-compassion, such as self-judgment, isolation, and over-identification, in contrast to the GFLA group. In terms of emotion regulation, a significant difference emerged between the two groups concerning the suppression, indicating enhanced and reappraised adjustment towards suppression situations among students experiencing SEL practices. The qualitative results revealed the five core themes saturated from participants’ interviews: learning competence support, emotion appraisal support, social competence support, potential implementation, and inessential dimensions. The qualitative findings not only supported the quantitative results, but also provided valuable insight of how students perceived the implementation of SEL and suggestions for future intervention.
These findings of the current study are in hopes of contributing the benefits of integrating SEL practices into instructional approaches to enhance students' socio-emotional and academic outcomes for educators and policymakers. Furthermore, this study expands the existing literature in several dimensions. Firstly, educators and practitioners can adapt the study's design to enhance students' learning experiences through the incorporation of SEL practices. Secondly, the research offers empirical evidence on how SEL practices can be seamlessly integrated into formal technology-enhanced curriculum design, transcending its role of mere add-on or soft-skill courses. Lastly, the implications drawn from this study can be applied to Southeast Asian contexts that share similar educational systems and developmental trajectories.

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