As the push for holistic education grows stronger, many educators and innovators are looking beyond textbooks and lectures to address the emotional and social needs of students. Game-based learning, the integration of game mechanics like challenges, storytelling, rewards, and collaboration into non-game environments is helping schools reimagine traditional classrooms as spaces of interaction, experimentation, and emotional growth. Through board games, card games, digital platforms, and roleplay-based activities, teachers are creating scenarios where students must make decisions, collaborate with peers, and navigate real-world dilemmas while developing critical thinking, communication skills, and emotional intelligence.
Kartic Vaidhyanathan, founder of LetUsPlayToLearn
Kartic Vaidhyanathan, founder of LetUsPlayToLearn, an initiative that helps K12 schools adopt game-based learning and emotional well-being tools. In a conversation with The Hindu, Kartic talks about how gamification can transform how students identify and understand their emotions.
Q: What exactly is gamification in the context of emotional well-being in schools?
The terms gamification and game-based learning are somewhat used interchangeably in conversations. However there are some differences. Gamification is about applying motivational elements of a game, like points, rewards, or challenges, to influence behaviour. But game-based learning is deeper. It involves using full-fledged games like monopoly or other board games, card games, or digital games as the learning medium. These tools are effective across all contexts, including social-emotional-behavioural learning. The goal is to make education engaging while allowing children to express, reflect, and connect emotionally.
The notion of studies is either boring or monotonous for most learners but what if a game can act as a bridge to making the learning fun. The concepts taught in a classroom are typically theoretical and monotonous but the current generation needs learning with a lot of entertainment, social media, gaming etc. (since that is what they have grown up in)
Why do traditional teaching methods fall short in this area?
Traditional classrooms mainly rely on rote learning, which can make lessons monotonous and dull. They rarely address the emotional development of students. In contrast, games create simulated environments where students must take decisions while physically and mentally present in the situation which forces them to think, solve problems, or face dilemmas. This is where social and emotional learning happens naturally.
Can you give an example of such a game used for emotional learning?
One example is a ‘Growth Mindset’ card game which is inspired by the UNO card game as it is popular and easy. Instead of numbers and colours, each card has prompts like, “What do you do when you fail an exam?” or “Does your brain get stronger when you challenge it? True or false”. When a student draws a card, they must answer based on their current thoughts and feelings. This way there are no right or wrong answers and no concept of winning, losing and failure. Others in the group can reflect, share their perspectives too. This method fosters peer learning and gives room for every student to express themselves without judgment.
How can these games help detect or address difficult emotions like anxiety or fear?
These games don’t detect emotions like a tool would, instead, they create space for emotions to surface naturally. A child may share something like, “I’m afraid of failing,” and then realise others feel the same. That sense of shared vulnerability is powerful. In some sessions, teachers or counselors act as moderators and observe patterns. They might notice a student repeatedly bringing up self-doubt or fear, which can be a cue to offer further support.
We once conducted an anger management game session with undergraduate students, which also helped them cope with anxiety. During the activity, many students realised that the emotions they were experiencing such as fear, frustration, or self-doubt, were shared by others in the group. These games are not designed to diagnose or treat emotions, but rather to create a space where students can express and share their feelings openly. The very act of talking about emotions in a group setting fosters connection, empathy, and self-awareness.
Are physical games more effective than digital ones?
Both have their place. We use card games, board games, trust-based activities, and also digital versions. For instance, we use ‘trust fall’ activities where one student lets themselves fall backward trusting their partner to catch them, it builds emotional trust. Digital versions work well when in-person interaction isn’t feasible, but physical games are often more immersive for this kind of learning.
Q: Can you name more tools that schools can use?
There’s a growing range of emotional learning tools available, both commercially and in-house. Some games are Coping with Anxiety card games, Feeling Bingo, CBT (Cognitive Behavioural Therapy) Think-Feel-Do cards, Positive Self-Talk card games, Empathy board games, Perspective Taking & Empathy activities, Build Your Own Counseling game kits, Social Emotional Learning Seasonal Mini Lessons & Activities, Relationship Building Activities, Team Building SEL games, Social Communication board games, and Perspective Taking & Empathy Social Stories & Activities. All games are designed to spark conversation, encourage self-reflection, and build emotional vocabulary and resilience.
Q: Where do schools find the time to include these in their packed schedules?
It’s really about mindset and awareness. Teachers can introduce such activities during free periods, class warm-ups, or just once a week for 15–20 minutes. Counselors and school psychologists can also hold structured sessions. The key is to understand that these are not time-consuming extras but they are value-adding tools that enrich the learning experience.
Q: What is your long-term vision for gamified emotional learning in Indian schools?
We see it as a parallel teaching strategy and not an alternative. Think of a lesson and you can deliver it through a book, a podcast, a video, or a game. The core message remains the same, but the engagement level changes. Our vision is to make games one of the primary mediums to help students learn not just about subjects, but about themselves and each other. Emotional well-being is not a separate lesson but it should be embedded in how we teach and learn.
