期刊
COMPUTERS & EDUCATION
卷 152, 期 -, 页码 -出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2020.103874
关键词
Elementary education; Improving classroom teaching; Interactive learning environments; Teaching/learning strategies
资金
- Fundacion Hergar [2018/0081]
- Fundacion Bancaria Ibercaja [JIUZ-2017-SOC-06]
- FEDER [INFR2016_UZ_SOC_05]
- Gobierno de Aragon
- Spanish Ministry of Education, Culture and Sport
The physical effects of exergaming have been proven, but less is known about the psychological effects in elementary schools that make exergames an effective educational tool. The application of gamification to education is still an emerging practice that has been barely studied. The aim of this study was to analyse the effects of a gamified exergaming intervention in Physical Education classes in primary schools on psychological variables like motivation, flow, basic psychological needs and academic performance. A natural experiment with a non-randomised controlled design was run. The participants were recruited from four schools (n = 417), and received traditional didactic intervention or a gamified exergaming intervention. Both lasted 1 month. The results showed better positive gamified exergaming effects on basic psychological needs, academic performance and some flow dimensions. No interaction effects were found in intrinsic motivation, external regulation and amotivation, although specific improvements in the gamified exergaming group are discussed. The Mechanics-Dynamics-Aesthetics gamification model and the Just Dance Now exergame may be resources capable of producing positive psychological effects on school-based Physical Education.
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