Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

The video game has been one of the phenomena with the greatest impact on the entire social fabric, and especially among young people. Therefore, it is essential to understand the interaction between the players and the video game itself. However, few instruments have been designed to assess the types of players in the adolescent population. Therefore, the purpose of this study was to validate the Gamification User Types Hexad Scale for the Spanish adolescent population. The sample of participants consisted of 1345 adolescents between the ages of 13 and 18. To evaluate the psychometric properties of the scale, a confirmatory factor analysis and a multi-group analysis of invariance by sex were performed. The results provide evidence of a valid and reliable six-factor instrument to measure the types of players in the Spanish adolescent population, regardless of their sex.

Despite the relationship between performance and anthropometric characteristics, strength, and endurance in the action of dinghy hiking, there is no equation to predict the position obtained in competition. The purpose of this study was to examine the effects of anthropometric characteristics, strength, and endurance on the performance of the sailor. Twenty-nine male sailors of the Laser class were evaluated according to age, navigation experience, strength and resistance tests in a simulator, body weight, size, sitting height, Body Mass Index (BMI), body fat percentage, trochanteric length, thigh length, tibial length, foot length, abdominal perimeter, and upper thigh perimeter. The results show that the variables were related to performance are age, navigation experience, height, and length of the thigh. The variables that are most related to performance are age and sailing experience. Seventy-six percent of the performance can be estimated using the following equation: 311.971 + (−1.089 × height) + (−1946 × age) + (−1.537 × thigh length). Performance in the Laser class will be determined by the tactics (age and sailing experience) and the morphological characteristics of the sailor (height and sitting height).

Physical Education classes are a key context for the development of creativity due to interactions with peers and the resolution of complex motor skills. Therefore, the aim of this study is to analyze the influence of the teacher's social behaviors on the mindwandering, emotional state, and academic performance of Physical Education students. The study involved 606 high school students and 36 physical education teachers. A structural equation model was used to analyze the relationship between the variables of the study. The results showed how the teacher's prosocial and antisocial behaviors had a negative influence on mindwandering. In turn, mindwandering negatively predicted creative intelligence. Likewise, creative intelligence positively predicted a positive emotional state and academic performance and negatively predicted a negative emotional state. Finally, a positive emotional state positively predicted academic performance, while a negative emotional state predicted it negatively. Therefore, the results achieved in the study showed how mindwandering should be promoted in the educational field as a means of encouraging creativity and therefore increasing the well-being of students, which is conducive to academic performance.

The aim of this study was to validate and adapt the academic-resilience scale in the Spanish context. The study involved 2967 university students aged 18–33 (Mean, M = 23.65; Standard Deviation, SD = 2.57) from several universities in Andalusia (Spain). Exploratory and confirmatory factorial analyses revealed adequate adjustment rates for the new version of the scale showing the factorial structure invariant with respect to that generated. Three factors that integrate the scale obtained high correlation, internal consistency, and temporal stability. The Spanish version of the academic-resilience scale was shown to have adequate psychometric properties to measure academic resilience in the Spanish university context.