Gamification and physical education. Viability and preliminary views from students and teachers

Fernández-Río, Javier; Heras, Esteban de las; González, Tristan; Trillo, Vanessa; Palomares, Jorge

doi:10.1080/17408989.2020.1743253

Cited by 101 publications

(145 citation statements)

References 34 publications

Supporting

Mentioning

106

Contrasting

Unclassified

Order By: Relevance

“…Another important point to consider is that recent research [56], framed around a novel gamification approach that includes CL, also pointed to an incipient setting to promote affective learning. The cited study found positive effects on the students' intrinsic motivation and enjoyment [57]. Thus, the present research offers a new contribution, which expands the possibilities to put cooperative mechanisms into action and enable students to experience positive emotions to develop EI.…”

Section: Limitations and Future Directionssupporting

confidence: 52%

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

Rivera-Pérez

Barco

Fernández-Río

et al. 2020

IJERPH

Self Cite

View full text Add to dashboard Cite

The present research had two complementary aims: (a) to examine the associations between cooperative learning (CL) and emotional intelligence (EI) in physical education (PE) and (b) to explore and compare the use of CL in PE in primary education (PED), secondary education (SED) and baccalaureate (BA). A total of 1332 students (682 males, 650 females) took part in the study. All participants were aged between 10 and 20 years old (M = 13.09; SD = 2.47) and belonged to 13 different schools in Southwest Spain. They completed the cooperative learning questionnaire (CLQ), referring to the PE classes, in addition to the emotional intelligence questionnaire in physical education (EIQPE). Positive and significant associations were found between CL and EI in all school stages. In addition, moderately strong associations were uncovered between CL and the different dimensions of EI: emotional recognition, emotional control and regulation and emotional empathy. Participants belonging to classrooms with larger cooperation indices presented higher levels of EI. Results also highlighted a greater use of CL in PE classes during the PED stage in comparison to the SED and BA stages. These outcomes are discussed in light of the existing literature and methodological implications are derived for teaching PE. The use of CL in PE is recommended because of its positive contribution to the affective domain through IE. This will be especially important during the SED and BA stages, where lower rates of CL were observed.

show abstract

Section: Limitations and Future Directionssupporting

confidence: 52%

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

Rivera-Pérez

Barco

Fernández-Río

et al. 2020

IJERPH

Self Cite

View full text Add to dashboard Cite

show abstract

“…In Press(In Press):e108610. (32)(33)(34). The results of these studies, which have indicated the positive educational effect of the gamification method, are consistent with our findings.…”

Section: Discussionsupporting

confidence: 93%

The Effect of Training Health Care Providers Using Gamification Method on Social Skills of Preschool Children

Kouchaksaraei

Keshtkaran

Karimian

2021

Iran J Psychiatry Behav Sci

View full text Add to dashboard Cite

Background: Preschool is one of the most important ages in learning and developing social skills in children. One of the most important issues in the education of healthcare providers is to improve their knowledge about children's social skills because healthcare providers, as an important part of a health team, are at the forefront of communication with families. Objectives: This study was done to investigate the effect of education to health care providers with the gamification method on the social skills of preschool children. Methods: In the present quasi-experimental study, 71 female healthcare providers working in selected collective health centers in Shiraz, Iran, were included in the study. The educational content of this study was an educational software as question games based on gamification, which was provided to healthcare providers. Data collection tools were two questionnaires, including a demographic information questionnaire and a researcher-made questionnaire on social skills in preschool children. To analyze data, the effectiveness of the intervention was measured using Wilks' lambda multivariate test. The relationship between knowledge score and participants' demographic variables was assessed by the linear regression analysis. Data were analyzed using SPSS software (version 22). Results: There was an increase in the knowledge of healthcare providers at three-time points, including before, immediately after, and one month after the educational intervention. Significant relationships were also observed between mean knowledge scores of the participants in all components of the questionnaire before, immediately after, and one month after the intervention (P < 0.001), with significant increases in mean post-intervention scores. The knowledge scores at three-time points, before, immediately after, and one month after the intervention, had significant associations with the educational level of participants (P < 0.001). Conclusions: Increasing the awareness of health care providers through the gamification method showed that this method has an important role in implementing social skills training for children.

show abstract

“…Recently, the Teaching Personal and Social Responsibility (TPSR) model has demonstrated improvements in these variables ( Martínez-Vizcaíno and Sánchez-López, 2008 ; Manzano-Sánchez and Valero-Valenzuela, 2019 ; Manzano-Sánchez et al, 2019 ]. The latter was also demonstrated with the application of a gamification intervention ( Pérez-López et al, 2017a , b ) that was implemented on a long-term basis in different educational levels (primary and secondary education), social status and educational backgrounds ( Fernández-Río et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Effects of an Educational Hybrid Physical Education Program on Physical Fitness, Body Composition and Sedentary and Physical Activity Times in Adolescents: The Seneb’s Enigma

et al. 2021

View full text Add to dashboard Cite

Physical activity (PA), body composition and sedentary behavior may affect the health of children. Therefore, this study examined the effect of an educational hybrid physical education (PE) program on physical fitness (PF), body composition and sedentary and PA times in adolescents. A 9-month group-randomized controlled trial was conducted in 150 participants (age: 14.63 ± 1.38 years) allocated into the control group (CG, n = 37) and experimental group (EG, n = 113). Cardiorespiratory fitness, speed, strength, agility, flexibility and body mass index (BMI) were assessed through previously validated field tests. Sedentary time, PA at school and afterschool were evaluated with the Youth Activity Profile-Spain questionnaire. Significant differences were observed concerning to the CG in APA-weekend (p = 0.044), speed-agility (p = 0.005) and agility (p = 0.008). Regarding the intervention, cardiorespiratory fitness (p = 0.000), speed-agility (p = 0.000), strength (p = 0.000), flexibility (p = 0.000), agility (p = 0.000), PA in school (p = 0.011), APA-weekday (p = 0.001), APA-weekend (p = 0.000), APA-week (p = 0.000), and sedentary time (p = 0.000) increased significantly in the EG. The use of a hybrid program based on teaching personal and social responsibility and gamification strategies produced enhancements in cardiorespiratory fitness, agility, speed, APA-weekdays and APA-weekends, reducing the sedentary time.

show abstract

Gamification and physical education. Viability and preliminary views from students and teachers

Cited by 101 publications

References 34 publications

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

The Effect of Training Health Care Providers Using Gamification Method on Social Skills of Preschool Children

Effects of an Educational Hybrid Physical Education Program on Physical Fitness, Body Composition and Sedentary and Physical Activity Times in Adolescents: The Seneb’s Enigma

Contact Info

Product

Resources

About