It's game time
Improving basic psychological needs and promoting positive behaviours through gamification in physical education
Bibliographic Data
| ID | 12565978 |
|---|---|
| Authors | Víctor Javier Sotos-Martínez (0000-0001-6914-3251, Valencian International University), Juan Tortosa‐Martínez (0000-0002-6995-0405, University of Alicante), Salvador Baena-Morale (0000-0002-6722-3714, University of Alicante, Spain; Valencian International University, Spain), Alberto Ferriz-Valero (0000-0001-8206-4152, University of Alicante, corresponding author) |
| Year | 2023 |
| Volume | 30 |
| Issue | 3 |
| Pages | 435-457 |
| Publication date | 2023-12-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x231217404 |
| OpenAlex | W4389976254 |
| Language | EN |
| Citations received | 5 |
| References cited | 48 |
Student's motivation towards physical education (PE) classes is a key factor for increasing physical activity (PA) levels in children. In order to increase motivation in PE, new teaching techniques are needed, such as gamification. This study examines the potential influence of gamification in PE classes on motivation-related variables such as basic psychological needs (BPNs) and positive behaviours in primary school students, considering the perceptions of students and teachers. A total of nine teachers and 506 primary students participated in this study: 250 from a gamified group and 256 from a control group. The students filled in the BPNs in the Classroom Scale in order to measure three BPNs (autonomy, competence and relatedness). In addition, the perceptions, feelings, and behaviours of the students and teachers were analysed and classified through drawings, teacher's diaries, and focus groups. An improvement in the three BPNs, namely autonomy ( p < 0.001), competence ( p < 0.001) and relatedness ( p < 0.001), was observed for the gamified group compared to the control group. The qualitative findings showed a perceived increase in student motivation, participation, and cooperation behaviours. Students also reported values such as respect, and rejection of contempt and harassment. In short, gamification was associated with an increase in all BPNs and positive behaviours in primary school students in gamified PE classes compared to non-gamified classes
Autonomy · Competence (human resources · Feeling · Focus group · Mathematics education · Perception · Physical activity · Physical education · Educational Games and Gamification · Impact of Technology on Adolescents · Motivation and Self-Concept in Sports · Psychology · Social Psychology
Playing towards Motivation
Effects of a gamified physical education intervention on motor competence and emotional intelligence among disadvantaged primary-school children
Feasibility, acceptability and preliminary effectiveness of a gamified physical education intervention on motor competence and emotional intelligence
Co-development of a gamified physical education movement competence intervention with school stakeholders
Effects of cognitively engaging physical activity on executive function, mental health, and physical fitness in school-age children
Glued to Games
Self-Determination Theory
How gamification motivates
Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement
A definition for gamification
Brick by Brick
Assessing the effects of gamification in the classroom
The Gamification of Learning
Supporting Public Health Priorities
Does gamification satisfy needs? A study on the relationship between gamification features and intrinsic need satisfaction
A classroom-based intervention to help teachers decrease students’ amotivation
From game design elements to gamefulness
Intrinsic and extrinsic motivation from a self-determination theory perspective
G*Power 3
The effects of gamification on the motivation and basic psychological needs of secondary school physical education students
Gamification and physical education. Viability and preliminary views from students and teachers
Psychological effects of gamified didactics with exergames in Physical Education at primary schools
‘I’m proud of what I achieved; I’m also ashamed of what I done’
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Gamification as a Pedagogical Model to Increase Motivation and Decrease Disruptive Behaviour in Physical Education
Gamification in Physical Education
Motivation, basic psychological needs and intention to be physically active after a gamified intervention programme
Effects of cooperative learning on peer relations, empathy, and bullying in middle school
Naturalistic inquiry
Reconsidering the Role of Interaction in Analyzing and Reporting Focus Groups
Smiling Signals Intrinsic Motivation
| Citations per year | 2.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |