{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,22]],"date-time":"2026-10-22T17:39:30Z","timestamp":1792690770755,"version":"4.5.0"},"reference-count":106,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2025,6,9]],"date-time":"2025-06-09T00:00:00Z","timestamp":1749427200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Social\u2013emotional competence is critical for university students\u2019 personal development and social adaptation, and exploring effective educational interventions in this regard is an important research area. Live action role-playing games (LARPs) have shown potential in promoting social skills and emotional regulation, but their specific impacts on Chinese university students remain largely unexplored.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>This mixed-method research was designed to explore the influence of real-time educational role-playing games (LARPs) on the social\u2013emotional competence of Chinese university students.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A sample of 84 participants was recruited, with 42 assigned to the control group and 42 to the experimental group. Over an 8-week period, the experimental group engaged in the educational live action role-playing games project for 2\u20135 h per week. To comprehensively evaluate the social\u2013emotional competence of the participants, the Social\u2013Emotional Competence Questionnaire was employed for quantitative assessment. Additionally, in-depth one-on-one interviews were employed within a qualitative research design to conduct thematic analysis. Based on quantitative and qualitative research, an explanatory sequential design was adopted to comprehensively identify the research findings.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Discussion<\/jats:title>\n                    <jats:p>The results demonstrated that, compared with the control group, the experimental group exhibited a significant increase in social\u2013emotional competence. In the dimensions of Engaging with others, Collaboration, and Open-mindedness, the improvements were remarkable. Further in-depth analysis indicated significant progress in specific sub-dimensions within each competency. In Engaging with others, Assertiveness and Sociability were enhanced; in Collaboration, Empathy and Co-operation were improved; and in Open-mindedness, Tolerance and Curiosity showed growth. Both the qualitative and quantitative data consistently suggest that educational live action role-playing games can arouse the interest of a wide range of students and effectively enhance their social\u2013emotional competence. Drawing from the results, this research offered pedagogical and analytical insights to enhance the integration of educational live action role-playing games into co-curricular programs at the higher education context: providing high-quality scenario scripts with pedagogical significance, creating immersive contextually authentic environments, and implementing professional development programs for facilitators. This research also provided a new perspective on integrating game-centered elements and cooperative mechanisms into official curricula.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2025.1538761","type":"journal-article","created":{"date-parts":[[2025,6,9]],"date-time":"2025-06-09T01:24:02Z","timestamp":1749432242000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":9,"title":["The impact of educational live action role-playing games on social\u2013emotional competence: a mixed-method study with Chinese college students"],"prefix":"10.3389","volume":"16","author":[{"given":"Jiayi","family":"Zhang","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jing","family":"Xu","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Muru","family":"Li","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2025,6,9]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"16","DOI":"10.1080\/01609513.2021.1932014","article-title":"Table-top role-playing games as a therapeutic intervention with adults to increase social connectedness","volume":"45","author":"Abbott","year":"2022","journal-title":"Soc. 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