The effect of a home-based, gamified stability skills intervention on 4-5-year-old children’s physical and cognitive outcomes: A pilot study

Fitton Davies, K.; Clarke, S.; Martins, R.; Rudd, J.R.; Duncan, M.

doi:10.1016/j.psychsport.2024.102636

Psychology of Sport and Exercise

2024

DOI: 10.1016/j.psychsport.2024.102636

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The effect of a home-based, gamified stability skills intervention on 4-5-year-old children’s physical and cognitive outcomes: A pilot study

K. Fitton Davies,

S. Clarke,

R. Martins

et al.

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Cited by 2 publications

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Effects of feedback dynamics and mixed gamification on cognitive underachievement in school

Holguin-Alvarez,

Cruz-Montero,

Ruiz-Salazar

et al. 2025

CONT ED TECHNOLOGY

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The application of gamification methods is still complex for most Latin American teachers who apply gamified pedagogies. Many confuse their nature with cognitivist classes that are totally confusing when using gamified tools for active learning of their students. The background information states the reduction of academic obstacles for students to perform at a high level, especially when participating in an interactive and combinatorial way with gamification technologies offered by the teacher. We tested the effects of the D-S-F[IR] proposal (dynamics, strategies, feedback, and interactive reinforcement), replicating gamified pedagogical phases with virtual applications, the use of video games in academic underachievement; and a follow-up verbal interactive reinforcement. The method made it possible to develop between 1,600 and 1,800 verbal didactic interactions of knowledge (orientation, questioning, and reassuring). The approach consisted of 60 reinforcement sessions (± 8 months of implementation), for 140 students with low cognitive performance at school (range[age] = 8.5-12.5), who were previously selected and randomly assigned to three comparison groups (EG[1] = 47; EG[2] = 47; CG = 46). The results were evidenced by performance tests, reporting significant improvements in mathematics cognitive performance (F = 53.316; p < 0.05). A specific analysis of performance in science and communication allowed for significant improvement (F = 93.119; F = 85.770; p < 0.05), although no differentiating effects were evident between the experimental groups. It is important to conclude that mixed gamification was responsible for the reduction of the low level of school cognitive performance.

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Effects of feedback dynamics and mixed gamification on cognitive underachievement in school

Holguin-Alvarez,

Cruz-Montero,

Ruiz-Salazar

et al. 2025

CONT ED TECHNOLOGY

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The effect of positive and negative reinforcement to increase motivation of basic locomotor movements in children with mild intellectual disabilities

Lufthansa,

Sumaryanti,

Ambardini

et al. 2024

Fiz Pol

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The provision of good treatment can increase various positive things for the growth and development of children with disabilities, one of which is Positive and Negative Reinforcement. This study aims to determine the influence of positive and negative reinforcement on enhancing motivation for basic locomotor movements in children with disabilities. This study uses a pre-experimental, one-group pretest-posttest design. The research was conducted at Kendungkandang State Special School with a sample of 20 students. The data collection technique in this study uses tests and measurements. The results of the study showed a significant influence of Positive Reinforcement on the increase in basic locomotor motivation in children with disabilities. This result was confirmed by a significance value of 0.000 < 0.05. Negative reinforcement also had a significant effect on improving basic locomotor motivation in children with disabilities, with a significance value of 0.000 < 0.05. Although both had a significant influence on improving basic locomotor motivation in children with disabilities, Positive Reinforcement was found to have a stronger effect. This result can be seen from the basic locomotor motion test, where the mean value for Positive Reinforcement was 72.50, while the mean value for Negative Reinforcement was only 63. Therefore, this research concludes that Positive Reinforcement has a greater influence on enhancing basic locomotor motivation in children with disabilities.

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The effect of a home-based, gamified stability skills intervention on 4-5-year-old children’s physical and cognitive outcomes: A pilot study

Cited by 2 publications

References 44 publications

Effects of feedback dynamics and mixed gamification on cognitive underachievement in school

Effects of feedback dynamics and mixed gamification on cognitive underachievement in school

The effect of positive and negative reinforcement to increase motivation of basic locomotor movements in children with mild intellectual disabilities

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