In this article, we argue that to apply games as an intervention for emotional intelligence in learning environments, multiple perspectives have to be taken into account. At first, we will define gamification and emotional intelligence, and then discuss theoretical models that describe the relationship between gamification and emotional intelligence. We then review the design elements of games that improve children’s emotional intelligence (self-awareness, self-control, motivation, empathy and social skills). Finally, we will discuss the basics of these design elements in emotional intelligence by reviewing key theories from education and psychology that are most pertinent to gamification and by describing empirical research on intervention with games that have been or should be conducted. We conclude that a combination of gamification and emotional intelligence is necessary for both game design and game research to fully capture what games have to offer for children’s emotional development.
Gamification, emotional intelligence, autism children, Goleman model, Malaysia