Gamification as a Pedagogical Model to Increase Motivation and Decrease Disruptive Behaviour in Physical Education

Abstract

The application of gamified learning in physical education is becoming increasingly popular. The aim of this work was to compare the effects of gamification versus traditional methodology to check whether there were differences in the attitudes of the students. A quasi-experimental design study was carried out. The sample consisted of 66 students in Secondary Education. Three questionnaires, POSQ (Perception of Success), BPN (Basic Psychological Needs) and CCDEF (Disruptive Behaviour in Physical Education), were used in both groups before and after carrying out each proposal. Firstly, an independent samples Student’s t-test was performed. The results showed significant final differences in all variables except two: competence (p = 0.068) and aggressiveness (p = 0.136). Secondly, a paired samples t-test was performed. In this case, the control group showed a significant decrease in the variables task orientation (p = 0.004) and autonomy (p < 0.001). According to the experimental group, all variables showed significant differences (p < 0.05), except for two, competence (p = 0.223) and aggressiveness (p = 0.056). Therefore, it was concluded that, with the gamified learning, the students expressed higher levels of task orientation, all BPNs and lower levels of disruptive behaviours than the students who were subjected to the traditional methodology. This kind of intervention can help to improve the quality of education as set out in the SDGs through Quality Education.

Effects of a gamification proposal in the physical education class on motor development in 3rd and 4th grade students at a private school in Valparaíso—Chile

“…Another study, which sought to relate the use of gamification to student motivation, concluded that a physical education program based on this method improved the levels of intrinsic motivation in students compared to the control group [15] . In the same way, a study concluded that the use of the gamification method helps with the improvement of motivation and the decrease of disruptive behaviors of their students [47] .…”

It's game time: Improving basic psychological needs and promoting positive behaviours through gamification in physical education

“…By contrast, the comments made during the focus group interviews indicate that contempt and harassment were perceived right from the beginning of the sessions as attitudes that should be avoided. According to previous studies, gamification may help to prevent violent behaviours, increasing a group's cohesion (Arufe Giráldez, 2019;Dolera-Montoya et al, 2021), and could be a barrier against disruptive behaviours in the classroom (Soriano-Pascual et al, 2022). Therefore, the support for behaviours that promote respect among students and prevent contempt and harassment is probably closely related to the improvement of BPNs.…”

“…Nevertheless, few studies exist on how gamification affects students' BPNs in PE, especially in primary education. Some recent gamified experiences were found to improve the three BPNs of secondary education students (Fernandez-Rio et al, 2022;Soriano-Pascual et al, 2022;Sotos-Martínez et al, 2022). Regarding primary education, the literature is scarce, especially in PE, and the methodologies employed as well as the results are heterogeneous.…”

Gamification to Engage Healthy Habits in Socially Deprived Secondary School Students

“…In general, gamification in physical education can significantly increase student engagement for several reasons. Firstly, gamification elements add a fun and exciting component to physical activities, which enhances students' intrinsic motivation to participate (Soriano-Pascual et al, 2022). Turning tasks into challenges and competitions creates a competitive and stimulating environment that fosters student engagement (Aleksic-Maslac et al, 2017).…”