It's game time: Improving basic psychological needs and promoting positive behaviours through gamification in physical education
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Título: | It's game time: Improving basic psychological needs and promoting positive behaviours through gamification in physical education |
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Autor/es: | Sotos-Martínez, Víctor Javier | Tortosa-Martínez, Juan | Baena-Morales, Salvador | Ferriz Valero, Alberto |
Grupo/s de investigación o GITE: | Salud, Actividad Física y Tecnología Deportiva (HEALTH-TECH) | Innovation in Physical Education and Physical Activity and Sport (EDUCAPHYS) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas |
Palabras clave: | Gamified learning | Teaching | Primary | Innovation | ICT | Active methodologies |
Fecha de publicación: | 19-dic-2023 |
Editor: | SAGE Publications |
Cita bibliográfica: | European Physical Education Review. 2023. https://doi.org/10.1177/1356336X231217404 |
Resumen: | 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. |
URI: | http://hdl.handle.net/10045/139691 |
ISSN: | 1356-336X (Print) | 1741-2749 (Online) |
DOI: | 10.1177/1356336X231217404 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © The Author(s) 2023 |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.1177/1356336X231217404 |
Aparece en las colecciones: | INV - EDUCAPHYS - Artículos de Revistas INV - HEALTH-TECH - Artículos de Revistas |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
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Sotos-Martinez-etal_2023_EuroPhysEducatRev_final.pdf | Versión final (acceso restringido) | 2,97 MB | Adobe PDF | Abrir Solicitar una copia |
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