Efecto motivacional de una intervención gamificada en educación física según curso y género

Zusammenfassung

Currently teachers have sought a way to motivate students towards the practice of Physical Education. For this purpose, innovative tools such as gamification are used. However, few studies show how gamification in Physical Education can affect behavioral regulations and Basic Psychological Needs. Therefore, this research tried to observe how the gamification affects motivation in students of Secondary Education in Physical Education. To carry out this research, 186 students from first to third year of Secondary Education participated in the study. These students were divided into experimental group (n = 89) and control group (n = 98), respecting the predefined classes at the beginning of the course. Participants had to complete two pre and post-intervention questionnaires in order to observe the changes. The results showed an increase in the variables autonomy, competence, relatedness and intrinsic motivation, as well as a decrease in amotivation for the gamified group. By observing the results according to sex, both showed the changes described above. Similarly, when academic year results were observed the same changes were found, as well as identified regulation changes in the third year. However, some of these changes were also shown in the control group. In conclusion, it seems that a gamified proposal achieves motivational improvements regardless of sex, but gamification results may change depending on academic year.