The effects of gamification on the motivation and basic psychological needs of secondary school physical education students

• Published in: Physical education and sport pedagogy Vol. 29; no. 2; pp. 160 - 176
• Main Authors: Sotos-Martínez, Víctor Javier, Ferriz-Valero, Alberto, García-Martínez, Salvador, Tortosa-Martínez, Juan
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.03.2024; Taylor & Francis Ltd
• Subjects: Data science applications in education; Gamification; improving classroom teaching; informal learning; Motivation; Physical education; Secondary education; Students; teaching/learning strategies
• ISSN: 1740-8989; 1742-5786
• DOI: 10.1080/17408989.2022.2039611

Gamification is a novel active methodology used in Physical Education to motivate students. Purpose: This study analyzed the impact of this method on the motivation of Compulsory Secondary Education students in Spain during an 8-session Physical Education Didactic Unit. A total of 275 students participated, divided into a gamified group (n = 133) and a control group (n = 142). The participants filled out 2 questionnaires, one aimed at assessing Basic Psychological Needs (BPNs) (Basic Psychological Needs in Exercise Scale) and the other at measuring the motivational component (The Sport Motivation Scale). An interaction effect (Time x Treatment) was found, with the gamified group improving in BPNs (autonomy (F(1) 57.97, p = <0.001; η 2 p  = 0.175); competence (F(1)  37.28, p = <0.001; η 2 p  = 0.120); relatedness (F(1) 51.49, p = <0.001; η 2 p  = 0.159), and intrinsic motivation (F(1) 39.65, p = <0.001; η 2 p  = 0.127), while decreasing in amotivation (F(1) 21.42, p = <0.001; η 2 p  = 0.073)). These data suggest that a gamified intervention enhances the satisfaction of the basic psychological needs, increases intrinsic motivation, while decreases amotivation in secondary education students.