Efecto de un programa gamificado de Educación física en la habilidad del salto  (Effect of a gamified physical education program on jumping ability)

Cenizo-Benjumea, José Manuel; Ramos, Francisco Javier Vázquez; Ferreras-Mencia, Soledad; González, Javier Gálvez

doi:10.47197/retos.v46.89749

Cited by 2 publications

(2 citation statements)

References 20 publications

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“…In recent years, there has been a rapid growth in scientific production in the area of educational gamification (Swacha, 2021). In this sense, different research has been developed in different educational stages such as Primary Education (García Ordóñez & Fernández Lorenzo, 2022;Rodríguez Martín et al, 2022), Compulsory Secondary Education (Cenizo-Benjumea et al, 2022;Moreno-Guerrero et al, 2022;Quintero González et al, 2018;Real-Pérez et al, 2021;Sánchez Silva et al, 2021) and University Education (Campillo-Ferrer et al, 2020). For this reason, it is being introduced in the training of future teachers at different stages (Flores Aguilar, 2019;García Álvarez et al, 2022;Souza Júnior et al, 2022).…”

Section: Conceptualization Of Gamificationmentioning

confidence: 99%

Application of gamification in Early Childhood Education and Primary Education: thematic analysis

Lorenzo-Lledó‬,

Pérez Vázquez,

Andreu Cabrera

et al. 2023

Retos

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In recent years, interest in the application of gamification in education has increased. Gamification is intended to stimulate students' thinking through game techniques, involving them in problem solving. The main aim of this study is to implement a thematic analysis on the use of gamification in early childhood and primary students. To this end, a systematic review was conducted using the PRISMA model in the Web of Science database, following inclusion and exclusion criteria on quantitative and qualitative experimental and quasi-experimental studies that explore gamification in early childhood education and primary school. 24 studies were analyzed. The results show that the investigations are aimed at improving academic and collaborative skills and increasing motivation with positive results. Furthermore, most of the studies involve students between 10 and 12 years of age and are developed in science subjects supported by technological applications and gamified elements. In conclusion, it has been found that gamification has been applied in early childhood and primary education for many areas and objectives. Likewise, as a didactic strategy, it has brought significant improvements in academic performance, motivation and autonomy, which makes it advisable to continue deepening its application. Keywords: gamification, early childhood education, primary education, thematic analysis

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Section: Conceptualization Of Gamificationmentioning

confidence: 99%

Application of gamification in Early Childhood Education and Primary Education: thematic analysis

Lorenzo-Lledó‬,

Pérez Vázquez,

Andreu Cabrera

et al. 2023

Retos

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“…Physical education is regarded as a situation that can play a crucial role in the development of executive functions in pupils (de Bruijn et al, 2018). Physical education programs can reach the vast majority of school-aged children, boosting their effectiveness (Cenizo-Benjumea et al, 2022;Gu et al, 2018). However, actual study evidence in this area is often scant).…”

Section: Introductionmentioning

confidence: 99%

Improvement of Executive Function Through Cognitively Challenging Physical Activity with Nonlinear Pedagogy In Elementary Schools

Tri Kaloka,

Nopembri,

Yudanto

et al. 2023

Retos

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This study investigated the effects of cognitively challenging with nonlinear pedagogical games on the executive functions and situational interests of students in physical education. Participants were 145 fifth and sixth-grade students (74 boys, 71 girls) from four elementary schools. This acute investigation, which included a physical education session, utilized a quasi-experimental design with four groups, repeated measures, and cross-over. After the post-test, one fifth- and one sixth-grade class from each school was randomly assigned to Group 1 with cognitively challenging nonlinear pedagogy games, Group 2 with a session for teaching soccer skills, Group 3 with a session for teaching track and field skills, and Group 4 control group, all the group with cognitively challenging physical with activity nonlinear pedagogy games. Included were pre- and post-test measures of executive functioning and a post-test assessment of situational interest. Students in Group 1 who engaged in cognitively challenging physical activity with nonlinear pedagogy games increased their executive function scores (t(39) =−19.75, p < 0.001, d=1.82) more than students who participated in sessions with group 2 soccer (t(33) =−3.14, p=0.005), group 3 track and field skills (t(38) =−0.98, p=0.325) and those group 4 the control group (t(32) =−0.68, p=0.523). The positive effects on the executive functions of students were duplicated when the cognitively demanding physical activity with nonlinear pedagogy games session was administered to the control group on the waiting list Students who participated in the soccer skills session showed some improvements in their executive functions. Students who participated in cognitively challenging physical nonlinear games scored higher on novelty than those who participated in soccer or track and field. These findings confirm the efficacy of cognitively challenging physical activity using nonlinear games in stimulating the executive functions of students in physical education. Key words: physical activity, nonlinear pedagogy, situational interest, cognitive engagement, design fluency

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Efecto de un programa gamificado de Educación física en la habilidad del salto (Effect of a gamified physical education program on jumping ability)

Cited by 2 publications

References 20 publications

Application of gamification in Early Childhood Education and Primary Education: thematic analysis

Application of gamification in Early Childhood Education and Primary Education: thematic analysis

Improvement of Executive Function Through Cognitively Challenging Physical Activity with Nonlinear Pedagogy In Elementary Schools

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