Motivation, Basic Psychological Needs and Intention to Be Physically Active after a Gamified Intervention Programme

Autor/inn/en	Fernandez-Rio, Javier; Zumajo-Flores, Marc; Flores-Aguilar, Gonzalo
Titel	Motivation, Basic Psychological Needs and Intention to Be Physically Active after a Gamified Intervention Programme
Quelle	In: European Physical Education Review, 28 (2022) 2, S.432-445 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fernandez-Rio, Javier) ORCID (Flores-Aguilar, Gonzalo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X211052883
Schlagwörter	Physical Education; Grade 9; Student Satisfaction; Personal Autonomy; Student Motivation; Competence; Intention; Physical Activity Level; Game Based Learning; Conventional Instruction; Instructional Effectiveness; Psychological Patterns; Life Style; Foreign Countries; High School Students; Spain + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; School year 09; 9. Schuljahr; Schuljahr 09; Individuelle Autonomie; Schulische Motivation; Kompetenz; Unterrichtserfolg; Lebensstil; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Spanien
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 pre-test, 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 experimental 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01