Chapter 11 - The impact of games on emotional well-being and academic achievement among upper secondary students

Introduction: The educational sector was affected by the 2020 pandemic. A growing apathy and disinterest in the social integration of students has been detected, sometimes they are rebellious and tend to be aggressive when interacting, they spend time on mobile devices, which is why they are of great concern to upper secondary education teachers. A way to approach this matter is the employment of games in order to contribute to the comprehensive training of students. Objective: Implement ludic activities that promote assertive communication, cooperation and emotional well-being, to promote the comprehensive training of students. Method: Qualitative and quantitative methods were used to collect data through surveys applied to students of the CENTRO DE ESTUDIOS TECNOLÓGICOS industrial y de servicios No.79 (CETis 79) through the classroom platform with students between 15 and 17 years old, using purposing sampling technique. Results: Based on the instruments administered before the recreational activities, students were observed to display apathy, stress, and academic disinterest. After the intervention, significant progress was evident in these areas thanks to the implementation of ludic strategies. The survey administered after the intervention, reflected a positive change in students' attitudes, promoting their physical, mental, and social well-being. Additionally, a decrease in mobile device use and an improvement in self-esteem, confidence, and emotional management were recorded. Conclusion: These strategies not only strengthened socialization within the groups but also promoted a more open and inclusive environment.