Learning healthy lifestyles through active videogames, motor games and the gamification of educational activities

González, Carina Soledad González; Gómez, Nazaret; Navarro, Vicente José Pinilla; Cairos, Mariana; Quirce, Carmela; Toledo, Pedro; Marrero-Gordillo, Norberto

doi:10.1016/j.chb.2015.08.052

Cited by 123 publications

(128 citation statements)

References 25 publications

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“…A very important factor to take into consideration when programming and adhering PA is motivation [24]. It is known that interventions planned to educate and motivate adults to independently increase their PA behaviours are effective in changing PA behaviours and, therefore, in improving health status [20].…”

Section: Discussionmentioning

confidence: 99%

A Gamification-Based Intervention Program that Encourages Physical Activity Improves Cardiorespiratory Fitness of College Students: ‘The Matrix rEFvolution Program’

Mora-González

Pérez-López

Esteban‐Cornejo

et al. 2020

IJERPH

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The aim of the present study was to examine the effects of a gamification-based program on cardiorespiratory fitness (CRF) levels of college students. We divided 112 college students into an intervention group (IG) and a control group (CG). IG college students followed a 15-week gamification-based program, whereas CG followed traditional lectures. CRF was assessed using the 20-meter shuttle-run test. CRF significantly improved after the program in the IG compared to CG (d ≤ 0.94, p < 0.001). Only participants of IG had significant CRF improvements (d ≤ 0.87, p < 0.001) between pre- and post-assessments. In the IG, from the students who attended 100% of lectures, 87.8% met physical activity recommendations for 100% of weeks, whereas from those who attended <100%, only 26.7% met them them for 100% of weeks (p < 0.001). Participants who met recommendations 100% of weeks had a significant CRF improvement (p < 0.001). Motivating college students throughout innovative teaching methods (e.g., gamification) can lead to health improvements.

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Section: Discussionmentioning

confidence: 99%

A Gamification-Based Intervention Program that Encourages Physical Activity Improves Cardiorespiratory Fitness of College Students: ‘The Matrix rEFvolution Program’

Mora-González

Pérez-López

Esteban‐Cornejo

et al. 2020

IJERPH

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show abstract

“…Una de las metodologías activas utilizadas en educación es la gamificación. Esta consiste en utilizar juegos, diseños o mecánicas de juegos en contextos no lúdicos (Attali y Arieli-Attali, 2015;Bruder, 2015;Dale, 2014;Deterding, 2012;Deterding, Dixon, Khaled, Nacke, 2011;Deterding, Sicart, Nacke, O'Hara y Dixon, 2011;González et al, 2016;Hanus y Fox, 2015;Koivisto y Hamari, 2014). Como vemos, muchos investigadores se centran en esta temática, dados los beneficios e intereses que proporciona.…”

Section: Introductionunclassified

Traducción y validación de la escala de evaluación de experiencias gamificadas (GAMEX)

Parra-González¹,

Robles²

2019

Bordón

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INTRODUCCIÓN. El uso de la gamificación en educación consiste en el uso de mecánicas, diseño o estructuras de juegos en las aulas. Hay que destacar la diferencia entre un juego, que es entendido como un producto acabado, algo concreto, y la gamificación, que parte de un contenido didáctico, definiéndola como una actividad que contiene elementos y espíritu de juego. Mediante esta metodología innovadora se premia y valora el esfuerzo, no sólo el logro, mediante insignias. A través de esta metodología, el juego se trata como elemento motivador en clase, y está considerada como una metodología activa ya que el alumno debe estar activo y ser el protagonista en el proceso de aprendizaje. MÉTODO. Este trabajo supone la traducción y validación de una escala GAMEX (Gameful Experience in Gamification) que mide la experiencia gamificada en inglés y alemán. La muestra está compuesta por 235 participantes relacionados con educación y experiencias gamificadas (52% docentes y 48% estudiantes). Se llevaron a cabo análisis factorial exploratorio (AFE) y análisis factorial de confirmatorio (AFC) para confirmar la estructura dimensional de la escala. RESULTADOS. Los resultados muestran la complejidad de evaluar experiencias gamificadas desde una perspectiva única y válida, ya que entran en juego varias dimensiones. Hay instrumentos válidos que no tienen en cuenta todas las dimensiones, y este instrumento propuesto muestra niveles aceptables de ajuste que el modelo original. DISCUSIÓN. Se enfatiza la naturaleza multifadimensional de la experiencia gamificada y se pone de manifiesto la necesidad de crear un instrumento para evaluarla y poder mejorar las experiencias gamificadas futuras.

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“…In addition, they identify the content level, where gamification will require a complete transformation of the content using more than one gamification aspect. In other related works, the authors [17], [18], [19], [20] and [21] simply acknowledge the value of teachers' input in the designing process and the pedagogical consideration. Similarly, the authors in [1] and [3] conducted primary research with teachers to set the goals of an e-learning platform.…”

Section: Pedagogic Requirements and Teachers As Domain Expertsmentioning

confidence: 99%

An Investigation of the Role of the Teacher in Gamified Learning in Primary Schools

Saggah¹,

Campion²,

Stanier³

2018

EDULEARN Proceedings

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Gamification is becoming part of daily life with growing use in the learning context. The research literature shows that gamified learning can have a positive impact on student motivation, and hence there is a need to reflect upon the pedagogic requirements of gamified learning. Furthermore, existing literature acknowledges the value of teachers' input in game design processes; however, evidence also seems to suggest that the teacher's role in gamification design remains undefined and underexplored. For this reason, an investigation was designed to examine primary school teachers' engagement in gamified learning design and categorize the gamification aspects in a learning context from the teacher's perspective. A survey involving sixty-four Saudi Arabian primary school teachers identified gamification aspects which were perceived as teacher-driven tasks in the gamified learning design process. Building on the results of the survey, six in-depth interviews explored how teachers interacted with the gamified learning design process.The results of the investigation showed that teachers, in general, have a high level grasp of gamification concepts in theory. Teachers positively identified gamification aspects such as the story of the game, rules, timing, and related elements as teacher-driven tasks. However, teachers demonstrated a lack of confidence in applying gamification aspects when asked to complete high level gamification design tasks. For instance, some teachers found the use of gamification input methods and elements such as adding a timing rule for bonus levels as challenging, although they had previously identified these as teacher-driven tasks. In addition, there was a misapplication of concepts, illustrated using in-class rules as gamification rules, i.e., game-specific rules.The research indicated a requirement for a pedagogic gamification framework to support a collaborative strategy between teachers and game developers. A collaborative approach will facilitate teacher involvement in the gamified learning design process, will support better design of the gamification process flow and will enable a better fit to pedagogic requirements. This paper proposes as future work, the development of a pedagogic gamification framework to bridge the gulf between teachers' theoretical knowledge of gamification in education and the practical application of gamification in a school context.

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Learning healthy lifestyles through active videogames, motor games and the gamification of educational activities

Cited by 123 publications

References 25 publications

A Gamification-Based Intervention Program that Encourages Physical Activity Improves Cardiorespiratory Fitness of College Students: ‘The Matrix rEFvolution Program’

A Gamification-Based Intervention Program that Encourages Physical Activity Improves Cardiorespiratory Fitness of College Students: ‘The Matrix rEFvolution Program’

Traducción y validación de la escala de evaluación de experiencias gamificadas (GAMEX)

An Investigation of the Role of the Teacher in Gamified Learning in Primary Schools

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