A recent study shows promising evidence that software can effectively teach life skills to teenagers. Below is a summary of findings.

The Columbia University/New York University Study

Researchers from Columbia University and New York University, working in a New York public school setting, demonstrated that Ripple Effects for Teens, an evidence based Social Emotional Learning (SEL) software training program, changed teen behavior in positive ways (reduced aggressive acts by 32%; increased pro-social acts by 77%) and that those changes were correlated with improvements in educational outcomes (62% decrease in summer school referrals).

Objectives: The pilot research study was a randomized, controlled trial that evaluated the efficacy of a computer-based, behavioral skill-building program in reducing aggression and improving academic performance among middle school students. The program used was Ripple Effects Ripple Effects for Teens - a media rich, interactive application, based on combining a proprietary learning system with research proven strategies for shaping social behavior.

Methods: The study involved three groups of diverse seventh and eighth graders from a New York City public school: two experimental groups of 17 students each, and one control group of 23 students, over a twelve-week period. One experimental group used the computer program as a stand-alone intervention; the other had the additional intervention of teacher facilitated role-plays and discussion. The study looked at two questions: Did the Ripple Effects computer program work in changing social behavior under either condition? And, did it impact academic performance?

Results and Conclusions: The results provide initial evidence that the answer to both questions is yes. Students in both experimental groups showed less aggressive behavior and more pro-social behavior, when compared with the control group. Students in both experimental groups also had fewer referrals to remedial summer school than the control group.

The unexpected finding was that students who used the program without teacher intervention and role-plays had greater increases in pro-social behavior (77%) and greater reduction in aggressive behaviors (32%) than those who had additional teacher intervention and role-plays (32 % increase in pro-social; 22% decrease in anti social). On the other hand, the group with the added teacher intervention had fewer remedial summer school referrals (62% fewer than control group) than the one without (42% fewer than control group.) Because of potentially wide scale implications, more studies are needed to further test the efficacy of this approach. A follow-up study along with a second study with more subjects and observations are currently being implemented.