Zoo U Intervention Study 2018 (IES Goal 3)

This study evaluates the efficacy of ZooU®, an individualized computer game, to improve social and emotional learning (SEL) skills in elementary school students. Reflex® Math served as an active control condition. Two cohorts of students participated, prior to and following COVID-induced school closures. Cohort 1 included 585 students from 37 classrooms in two elementary schools in the Pacific Northwest region of the United States (US). Participating students (48% female) were socioeconomically (41% low-income households), ethnically (21% Hispanic), and racially (1% Native American, 7% Asian, 6% Black, 7% Pacific Islander, 39% White, 3% other race, 16% multiple races) diverse. Cohort 2 included 523 students from 42 classrooms in six elementary schools in the Southeastern region of the US. Participating students (50% female) were socioeconomically (50% low-income households), ethnically (7% Hispanic), and racially (<1% Asian, 55% Black, 34% White, 1% other race, 3% multiple races) diverse. Results indicated significant main effects of ZooU on SEL knowledge and teacher-rated behaviors in cohort 1 (Cohen d = 0.13 to 0.35) but not cohort 2 (Cohen d = -.27 to .15). Grade was a moderator in cohort 1 (ZooU was more effective for 2nd graders). Classroom climate was a moderator in both cohorts (ZooU was more effective in less supportive classrooms in cohort 1 and more supportive classrooms in cohort 2). Within-treatment group analyses indicated that increased levels of ZooU game play were associated with improvements in SEL knowledge in a dose-dependent manner. The study highlights the potential for game-based interventions to serve as a scalable, cost-effective method (estimated $21/ student) for improving SEL in early elementary grades.