dc.creator | Fernández Río, Javier | es |
dc.creator | Zumajo Flores, Marc | es |
dc.creator | Flores Aguilar, Gonzalo | es |
dc.date.accessioned | 2022-05-16T09:58:56Z | |
dc.date.available | 2022-05-16T09:58:56Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Fernández Río, J., Zumajo Flores, M. y Flores Aguilar, G. (2022). Motivation, basic psychological needs and intention to be physically active after a gamified intervention programme. European Physical Education Review (EPER), 28 (2), 432-445. | |
dc.identifier.issn | 1356-336X | es |
dc.identifier.issn | 1741-2749 | es |
dc.identifier.uri | https://hdl.handle.net/11441/133322 | |
dc.description.abstract | The aim of the present study was to compare the possible effects of a gamified programme and a
traditional instructional approach in secondary physical education at the level of intrinsic motivation, autonomy satisfaction, competence satisfaction, relatedness satisfaction, and intention to
be physically active. A total of 54 year-nine students (14±0.1 years) enrolled in two classes in
the same high school participated. The school administration (totally anonymous to the study) distributed all the students among the two classes and the research team randomly considered one
the experimental group (n =27, 13 boys, 14 girls), which experienced a gamified learning unit, and
the other the comparison group (n =27, 15 boys, 12 girls), which followed a traditional instructional approach. Both study groups had the same physical education teacher with training and
experience on several pedagogical approaches, including gamification. The study followed a pretest, post-test quasi-experimental research design (the time lag between pre-test and post-test
was nine weeks). The results showed significant differences at post-tests favouring the experimen tal group in all the variables assessed. In conclusion, the results from the present study provided
support for the use of gamification in physical education since it was associated with increased
levels of students’ intrinsic motivation, basic psychological needs and intention to be physically
active more than a traditional approach. Therefore, gamification could be considered a positive
pedagogical framework for secondary physical education. Nevertheless, more studies with larger
variability in contexts, participants and content are needed. | es |
dc.format | application/pdf | es |
dc.format.extent | 14 p. | es |
dc.language.iso | eng | es |
dc.publisher | SAGE Publications | es |
dc.relation.ispartof | European Physical Education Review (EPER), 28 (2), 432-445. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Gamification | es |
dc.subject | Physical education | es |
dc.subject | Secondary education | es |
dc.subject | Motivation | es |
dc.title | Motivation, basic psychological needs and intention to be physically active after a gamified intervention programme | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Educación Física y Deporte | es |
dc.identifier.doi | 10.1177/1356336X211052883 | es |
dc.journaltitle | European Physical Education Review (EPER) | es |
dc.publication.volumen | 28 | es |
dc.publication.issue | 2 | es |
dc.publication.initialPage | 432 | es |
dc.publication.endPage | 445 | es |