Using Serious Games to Train Adaptive Emotional Regulation Strategies

Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 8531)


Emotional Regulation (ER) strategies allow people to influence the emotions they feel, when they feel them, how they experience them, and how they express them in any situation. Deficiencies or deficits in ER strategies during the adolescence may become mental health problems in the future. The aim of this paper is to describe a virtual multiplatform system based on serious games that allows adolescents to train and evaluate their ER strategies. The system includes an ecological momentary assessment (EMA) tool, which allows the therapist to monitor the emotional status of teenagers every day in real time. Results obtained from a usability and effectiveness study about the EMA tool showed that adolescents preferred using the EMA tool than other classical instruments.


Serious Games Emotional Regulation Ecological Momentary Assessment Virtual Reality 


  1. 1.
    Mennin, D., Farach, F.: Emotion and evolving treatments for adult psychopathology. Clinical Psychology: Science and Practice 14, 329–352 (2007)Google Scholar
  2. 2.
    Serrano, A., Iborra, I.: Informe violencia entre compañeros en la escuela. Spanish Version (2005),
  3. 3.
    Informe Cisneros X.: Acoso y Violencia Escolar en España, por Iñaki Piñuel y Araceli Oñate. Editorial IIEDDI, Spanish Version (2007)Google Scholar
  4. 4.
    Werner, K., Gross, J.J.: Emotion Regulation and Psychopathology. In: Emotion Regulation and Psychopathology: A Transdiagnostic Approach to Etiology and Treatment. Guildford Press (2010)Google Scholar
  5. 5.
    Berking, M., Wupperman, P., Reichardt, A., Pejic, T., Dippel, A., Znoj, H.: Emotion-regulation skills as a treatment target in psychotherapy. Behaviour Research and Therapy 46, 1230–1237 (2008)CrossRefGoogle Scholar
  6. 6.
    Shields, A., Cicchetti, D.: Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology 33(6), 906–916 (1997)CrossRefGoogle Scholar
  7. 7.
    Gross, J.J., John, O.P.: Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology 85(2), 348–362 (2003)CrossRefGoogle Scholar
  8. 8.
    Gross, J.J., Levenson, R.W.: Hiding feelings: The acute effects of inhibiting negative and positive emotion. Journal of Abnormal Psychology 106, 95–103 (1997)CrossRefGoogle Scholar
  9. 9.
    Winn, et al.: The Effect of Student Construction of Virtual Environments on the Performance of High- and Low-Ability Students. Annual Meeting of the American Educational Research Association (2003)Google Scholar
  10. 10.
    Pantelidis, V.: Reasons to use virtual reality in education. VR in the Schools 1(1) (1995)Google Scholar
  11. 11.
  12. 12.
    Ben Moussa, M., Magnenat-Thalmann, N.: Applying affect recognition in serious games: The playMancer project. In: Egges, A., Geraerts, R., Overmars, M. (eds.) MIG 2009. LNCS, vol. 5884, pp. 53–62. Springer, Heidelberg (2009)CrossRefGoogle Scholar
  13. 13.
  14. 14.
    Feldman, L.B., Gross, J.J., Conner, T., Benvenuto, M.: Knowing what you’re feeling and knowing what to do about it: mapping the relation between emotion differentiation and emotion regulation. Cognition and Emotion 15, 713–724 (2001)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  1. 1.Instituto Interuniversitario de Investigación en Bioingeniería y Tecnología Orientada al Ser HumanoUniversitat Politècnica de València, I3BH/LabHumanValenciaEspaña
  2. 2.CB06/03 Instituto de Salud Carlos IIICiber, Fisiopatología de Obesidad y NutriciónSpain

Personalised recommendations