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Gamification as a Pedagogical Model to Increase Motivation and Decrease Disruptive Behaviour in Physical Education.
Marta Soriano-Pascual1, Alberto Ferriz-Valero2, Salvador García-Martínez2
1Department of General and Specifics Didactics, University of Alicante, 03690 San Vicente del Raspeig, Spain.
Children (Basel, Switzerland)
|December 23, 2022
Summary
Gamified learning in physical education significantly improved students
Area of Science:
- Educational Psychology
- Physical Education
Background:
- Gamified learning is increasingly popular in physical education.
- Traditional teaching methods may not fully engage students.
Purpose of the Study:
- To compare the effects of gamified learning versus traditional methodology on student attitudes.
- To assess differences in perception of success, basic psychological needs, and disruptive behavior.
Main Methods:
- Quasi-experimental design with 66 secondary education students.
- Utilized Perception of Success (POSQ), Basic Psychological Needs (BPN), and Disruptive Behaviour in Physical Education (CCDEF) questionnaires.
- Employed independent and paired samples t-tests for pre- and post-intervention analysis.
Main Results:
- Gamified learning group showed significant improvements in task orientation, all Basic Psychological Needs, and reduced disruptive behaviors.
- Control group (traditional method) exhibited significant decreases in task orientation and autonomy.
- Significant differences found across most variables, with competence and aggressiveness showing non-significant trends.
Conclusions:
- Gamified learning enhances student engagement, motivation, and psychological needs in physical education.
- Gamification offers a superior alternative to traditional methods for fostering positive student attitudes and behaviors.
- This approach aligns with Sustainable Development Goals for Quality Education.
Keywords:
gamified approachinnovationphysical educationquality educationself-determinationundesired behavioursMore Related Videos
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