The Effect of Traditional Opposition Games on University Students' Mood States: The Score and Group Type as Key Aspects

Izquierdo, María Isabel Cifo; Muñoz, Verónica Alcaraz; García, Gemma María Gea; Yuste-Lucas, Juan Luis; Roque, José Ignacio Alonso

doi:10.3389/fpsyg.2020.589323

Cited by 3 publications

(1 citation statement)

References 17 publications

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“…Despite the benefits of traditional games impacting mood (Cifo Izquierdo et al, 2021), fun and enjoyment (Azlan et al, 2021) have been proven. However, AN is not yet famous for children in school, and its acceptance is still unclear.…”

Section: Introductionmentioning

confidence: 99%

Traditional Borneo Game in Improving Student Character : Changes in Social Behavior

Buhari

Mulawarman

Rifai

et al. 2023

J. Ilm. Pendidik. Jasm

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The purpose of this research is to reveal the result of an experiment of a traditional game native to Kalimantan in improving students' character: changes in social behavior. The method used is the experimental method: participants, 60 junior high school students aged 12 to 13 years. The research instrument used a questionnaire regarding students' social behavior. The data processing and analysis technique used the t-test analysis technique. From the test results, it is obtained that t count = 7.82 and p = 0.001. The test results showed significant differences in social behavior between the experimental and control groups. The conclusion from the results of this study is that the traditional game of Borneo Asen Naga (AN) has a significant influence on the formation of students' social behavior. The development of social behavior that is most visible from the treatment results in this traditional game is the aspect of cooperation. Meanwhile, the male sample group showed better motor development than the female group motor behavior.

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Section: Introductionmentioning

confidence: 99%

Traditional Borneo Game in Improving Student Character : Changes in Social Behavior

Buhari

Mulawarman

Rifai

et al. 2023

J. Ilm. Pendidik. Jasm

View full text Add to dashboard Cite

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Motivational Climate, Satisfaction, and Intrinsic Motivation in University Students After the Application of a Gamified Intervention Using Traditional Sports Games

Gea-García,

Martínez

2024

Physical Culture and Sport. Studies and Research

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Gamified learning environments are widely used within the educational context in the subject of Physical Education. The aim of this study was to analyze the perception of the motivational climate, satisfaction, and intrinsic motivation of university students in practical classes according to gender and the type of methodology used. A total of 76 university students aged 20.58±1.69 participated in twelve two-hour practical sessions. The sessions were developed through traditional sport games, which were divided according to the type of methodology used: traditional (TRA, n=6) and gamified (GAM, n=6). Afterwards, to detect the differences in mean scores obtained for each of the methodologies used, the following tests, if needed, were performed: a non-parametric Friedman’s test with a post-hoc Wilcoxon test for pair-wise comparisons, or a two-factor repeated measures with a post-hoc Bonferroni test. Additionally, a Receiver Operating Characteristic curve analysis was performed to determine the cut-off point of the variables studied as a function of the classification of the study participants according to gender. The results showed differences in the perception of motivational climate according to gender in the traditional instructional approach. More specifically, the score for the dimension task climate was higher (M=4.21±0.58) than that recorded for the female students (M=4.57±0.45). In addition, for intrinsic motivation, the male students showed differences between both methodologies, with a higher score in the gamified program in the dimensions competence (M=3.63±0.51) effort-importance (M=3.57±0.55) and tension-pressure (M=2.92±0.85). Finally, there were significant differences between the two methodologies for satisfaction scores with the classes by gender. In each and every dimension that showed significant differences, the scores obtained by the female students were higher than those recorded for the male group in both methodologies. The application of a gamified intervention emerges as a powerful tool that could increase the motivation and satisfaction of students, favoring the teaching-learning process.

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Importance of the Physical Sports Experience in Modern Physical Education

Izquierdo

Muñoz

Roque

2022

Advances in Early Childhood and K-12 Education

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The main objective of this chapter was to examine whether the sporting experience determines the emotional experience of the participants when playing competitive sports games. Seventy-three students (51 boys and 22 girls) of the 2nd year of the Degree in Physical Activity and Sport Sciences of the Catholic University San Antonio of Murcia (UCAM) participated in the study. To identify the emotional intensity experienced by the participants, the Games and Emotion Scale (GES) was used, and the generalized estimating equations test (GEE) and classification trees (CHAID method) were chosen to analyze the data obtained. The results showed that participants with previous physical-sports experience experienced emotions more intensely than participants with no previous experience. The conclusion drawn was that the physical-sports experience determines the optimal emotional experience of the students.

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The Effect of Traditional Opposition Games on University Students' Mood States: The Score and Group Type as Key Aspects

Cited by 3 publications

References 17 publications

Traditional Borneo Game in Improving Student Character : Changes in Social Behavior

Traditional Borneo Game in Improving Student Character : Changes in Social Behavior

Motivational Climate, Satisfaction, and Intrinsic Motivation in University Students After the Application of a Gamified Intervention Using Traditional Sports Games

Importance of the Physical Sports Experience in Modern Physical Education

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