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Sports Gamification: Evaluation of Its Impact on Learning Motivation and Performance in Higher Education

Author

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  • Taofeng Liu

    (School of Physical Education (Main Campus), Zhengzhou University, Zhengzhou 450001, China
    Department of Physical Education, Sangmyung University, Seoul 390-711, Korea)

  • Mariusz Lipowski

    (Department of Psychology, Gdansk University of Physical Education and Sport, 80-336 Gdansk, Poland)

Abstract

In this study, the impacts of sports gamification on college students’ learning motivation and learning performances were explored by training students majoring in physical education to play tennis. A total of 150 students from a physical education college were selected to participate in this experimental teaching, and they were divided into the experimental group (EG) and the control group (CG). Based on the above purposes, the differences in the teaching methods and teaching objectives of the EG and the CG is that the former uses games as a key method in tennis teaching. All participants were asked to complete questionnaires, with the purpose of evaluating the learning motivation of tennis before and after sports game intervention. Additionally, the differentiated learning motivation and learning performance between EG and CG before and after experimental teaching was tested and evaluated. Results demonstrate that students in the EG have significantly increased their intrinsic motivation and introjected regulation, thereby showing better results than CG in key test items. In addition, the above result reveals the positive role of sports gamification in promoting the learning motivation and performance of college students.

Suggested Citation

  • Taofeng Liu & Mariusz Lipowski, 2021. "Sports Gamification: Evaluation of Its Impact on Learning Motivation and Performance in Higher Education," IJERPH, MDPI, vol. 18(3), pages 1-12, January.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:3:p:1267-:d:490401
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    References listed on IDEAS

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    1. Chen Qu & Elise Météreau & Luigi Butera & Marie Claire Villeval & Jean-Claude Dreher & Matthew Rushworth, 2019. "Neurocomputational mechanisms at play when weighing concerns for extrinsic rewards, moral values, and social image," Post-Print halshs-02193425, HAL.
    2. Yu-Jy Luo & Mei-Ling Lin & Chien-Huei Hsu & Chun-Chin Liao & Chun-Chieh Kao, 2020. "The Effects of Team-Game-Tournaments Application towards Learning Motivation and Motor Skills in College Physical Education," Sustainability, MDPI, vol. 12(15), pages 1-12, July.
    3. Ito, Junichi & Feuer, Hart N. & Kitano, Shinichi & Komiyama, Midori, 2018. "A Policy Evaluation of the Direct Payment Scheme for Collective Stewardship of Common Property Resources in Japan," Ecological Economics, Elsevier, vol. 152(C), pages 141-151.
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    Cited by:

    1. Lin Huang & Meng-Hsiu Lee, 2023. "A Study on the Relationship Between Socialization of Blended Learning and Motivation Regulation Under Sustainable Development With Teacher Support as the Moderating Variable," SAGE Open, , vol. 13(4), pages 21582440231, October.
    2. 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.
    3. Bin Xiao & Guandong Song, 2022. "The Impact of Family Socioeconomic Status on Learning Conformity among Chinese University Students: Self-Efficacy as Mediating Factor," Sustainability, MDPI, vol. 14(16), pages 1-16, August.

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