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Gamification in Physical Education: Evaluation of Impact on Motivation and Academic Performance within Higher Education

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  • Alberto Ferriz-Valero

    (Department of General and Specifics Didactics, University of Alicante, 03690 San Vicente del Raspeig, Spain
    Department of General and Specifics Didactics, Research Group in Physical Education, Fitness and Performance, University of Alicante, 03690 San Vicente del Raspeig, Spain
    Research Group DiTePES: Digital Technology in Physical Education and Sports, NTNU-Norwegian University of Science and Technology, NO-7491 Trondheim, Norway)

  • Ove Østerlie

    (Research Group DiTePES: Digital Technology in Physical Education and Sports, NTNU-Norwegian University of Science and Technology, NO-7491 Trondheim, Norway
    Department of Teacher Education, Faculty of Social and Educational Science, NTNU-Norwegian University of Science and Technology, NO-7491 Trondheim, Norway)

  • Salvador García Martínez

    (Department of General and Specifics Didactics, University of Alicante, 03690 San Vicente del Raspeig, Spain
    Department of General and Specifics Didactics, Research Group in Physical Education, Fitness and Performance, University of Alicante, 03690 San Vicente del Raspeig, Spain
    Research Group DiTePES: Digital Technology in Physical Education and Sports, NTNU-Norwegian University of Science and Technology, NO-7491 Trondheim, Norway)

  • Miguel García-Jaén

    (Department of General and Specifics Didactics, University of Alicante, 03690 San Vicente del Raspeig, Spain
    Department of General and Specifics Didactics, Research Group in Physical Education, Fitness and Performance, University of Alicante, 03690 San Vicente del Raspeig, Spain
    Research Group DiTePES: Digital Technology in Physical Education and Sports, NTNU-Norwegian University of Science and Technology, NO-7491 Trondheim, Norway)

Abstract

Gamification is an innovative pedagogical approach to addressing problems related to social behaviour, student motivation and academic performance at different educational stages. Therefore, this research aimed to analyse its impact on the motivations and academic performances of university students. The research was carried out in the training of future teachers specialising in physical education during two academic courses. In total, 127 students participated in the study, divided into a gamified experimental group ( n = 62) and a control group ( n = 65). The participants completed a questionnaire to assess motivation in physical education before and after the intervention and performed a final exam to assess academic performance. The results indicated an increase in external regulation in the experimental group only. Furthermore, this group achieved significantly better academic performance. The findings of this study suggest that gamified implementation is beneficial for academic performance at the university stage, even though intrinsic motivation does not change. Furthermore, the nature of rewards or punishments, as characteristic of this pedagogical approach, could play an important role in the expected results, since external regulation increased significantly after the intervention.

Suggested Citation

  • Alberto Ferriz-Valero & Ove Østerlie & Salvador García Martínez & Miguel García-Jaén, 2020. "Gamification in Physical Education: Evaluation of Impact on Motivation and Academic Performance within Higher Education," IJERPH, MDPI, vol. 17(12), pages 1-16, June.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:12:p:4465-:d:374538
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    References listed on IDEAS

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    1. Jesús López-Belmonte & Adrian Segura-Robles & Arturo Fuentes-Cabrera & María Elena Parra-González, 2020. "Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning," IJERPH, MDPI, vol. 17(7), pages 1-12, March.
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    2. David Melero-Canas & David Manzano-Sánchez & Daniel Navarro-Ardoy & Vicente Morales-Baños & Alfonso Valero-Valenzuela, 2021. "The Seneb’s Enigma: Impact of a Hybrid Personal and Social Responsibility and Gamification Model-Based Practice on Motivation and Healthy Habits in Physical Education," IJERPH, MDPI, vol. 18(7), pages 1-14, March.
    3. Ion Ovidiu Panisoara & Iulia Lazar & Georgeta Panisoara & Ruxandra Chirca & Anca Simona Ursu, 2020. "Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress," IJERPH, MDPI, vol. 17(21), pages 1-28, October.
    4. Ana López-Martínez & Lourdes Meroño & María Cánovas-López & Antonio García-de-Alcaraz & Luis Manuel Martínez-Aranda, 2022. "Using Gamified Strategies in Higher Education: Relationship between Intrinsic Motivation and Contextual Variables," Sustainability, MDPI, vol. 14(17), pages 1-14, September.
    5. Antonio Baena-Extremera & Pedro Jesús Ruiz-Montero & David Hortigüela-Alcalá, 2021. "Neuroeducation, Motivation, and Physical Activity in Students of Physical Education," IJERPH, MDPI, vol. 18(5), pages 1-5, March.
    6. Gonzalo Flores-Aguilar & María Prat-Grau & Jesús Fernández-Gavira & Antonio Muñoz-Llerena, 2023. "“I Learned More Because I Became More Involved”: Teacher’s and Students’ Voice on Gamification in Physical Education Teacher Education," IJERPH, MDPI, vol. 20(4), pages 1-17, February.

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