The purpose of this research is to synthesize the social-emotional learning process to develop practicing skills for hands-on students, to develop the process, and to evaluate the process. In this study, the documentary research method and in-depth interview method were employed. The results showed that the synthesis of the social-emotional learning process to develop practicing skills for hands-on students consisted of six steps: 1) perception is divided into sensory perception and explaining perceived, 2) observation is divided into certain goals, discretion, notes, observations, and time limit, 3) analysis and brainstorming is divided into information, brainstorming, and discovering new knowledge, 4) practicing is divided into cognitive phase, associative phase, and autonomous phase, 5) checking and improvement is divided into opinion, learning exchange, and providing opportunities, and 6) action is divided into behavior changing, and application of academic knowledge. Evaluating the social-emotional learning process to develop practicing skills for hands-on students employed in-depth interview technique consisting of 21 experts in three different areas (i.e., in learning and teaching, information technology, and mass communication technology terms). The results of the suitability evaluation revealed that the social-emotional learning process model with mixed reality for the hands-on students was at the highest level.
The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics.
