The effect of computer-based educational simulation on the components of emotional, psychological and social well-being of students

The purpose of this study is to investigate the effect of computer-based educational simulation on emotional, psychological and social well-being in students.

This research was an applied and semi-experimental method was a pretest-posttest design with control group. The statistical population of the present study was all second high school students in district 12 of Tehran in the academic year of 2017-2016. Sixty of them (30 in experimental group) and (30 in control group) were selected as sample by available sampling method. The research tools included the subjective well-being questionnaire Keyes and Magyaromo (2003). The validity of the questionnaire was confirmed by experts and specialists in the field and its reliability was obtained using Cronbach's alpha coefficient for mental well-being 0.82, emotional well-being 0.66, psychological well-being 0.71, social well-being 0.76, which indicates reliability.

The findings showed that computer-based educational simulation had an effect on the components of emotional well-being (positive and negative emotion). Computer-based educational simulation influences the components of psychological well-being (self-acceptance, purpose in life, mastery of the environment, relationships with others, and personal growth). Computer-based educational simulation influences the components of social well-being (solidarity, acceptance and admissibility and realism).

Based on the research results, the research findings have reduced the research gap, especially in the application of educational simulation for students. Teachers are advised to use educational simulations for practical and applied skills alongside the traditional method and as a supplement to improve emotional, psychological and social well-being and facilitate learning.