Keywords
motivación
educación
educación primaria
efecto motivacional Games
Motivation
Education
Elementary education
Motivational effect
How to Cite
Abstract
Currently, students do not practice enough physical activity to maintain a healthy standard of living. This lack of practice is associated with a decrease in basic psychological needs (BPN) and decreased motivation towards physical activity. In order to increase motivation, it is proposed to use gamification; however, few studies observe how gamification affects BPN, and much less for novelty. Therefore, the present study tried to observe how gamification affects the need for novelty in the subject of physical education in elementary education. To carry out the study, 99 students from first, second and fifth grades participated, who were divided into an experimental group (EG, n = 49) and a control group (CG, n = 50), with the participation of the three previously mentioned courses in both groups. To observe the change in novelty a questionnaire was used pre- and post-intervention (BPN-CS). The results showed that the EG obtained novelty increases, while the CG did not obtain changes. In conclusion, gamification seems to be a viable tool to achieve improvements in the need for novelty in physical education students in primary education.
References
Ahn, S. J., Johnsen, K., y Ball, C. (2019). Points-Based Reward Systems in Gamification Impact Children’s Physical Activity Strategies and Psychological Needs. Health Education and Behavior, 46(3), 417-425. https://doi.org/10.1177/1090198118818241
Aniszewski, E., Henrique, J., de Oliveira, A. J., Alvernaz, A., y Vianna, J. A. (2019). (A)motivation in physical education classes and satisfaction of competence, autonomy and relatedness. Journal of Physical Education, 30(1), 1-11. https://doi.org/10.4025/jphyseduc.v30i1.3052
Arufe Giráldez, V., Pena García, A., y Navarro Patón, R. (2021). Efectos de los programas de Educación Física en el desarrollo motriz, cognitivo, social, emocional y la salud de niños de 0 a 6 años. Una revisión sistemática. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 7(3), 448-480. https://doi.org/10.17979/sportis.2021.7.3.8661
Bull, F. C., Al-Ansari, S. S., Biddle, S., Borodulin, K., Buman, M. P., Cardon, G., Carty, C., Chaput, J. P., Chastin, S., Chou, R., Dempsey, P. C., Dipietro, L., Ekelund, U., Firth, J., Friedenreich, C. M., Garcia, L., Gichu, M., Jago, R., Katzmarzyk, P. T., … Willumsen, J. F. (2020). World Health Organization 2020 guidelines on physical activity and sedentary behaviour. British Journal of Sports Medicine, 54(24), 1451-1462. https://doi.org/10.1136/bjsports-2020-102955
Buttfield-Addison, P., Manning, J., y Nugent, T. (2016). A better recipe for game jams: Using the Mechanics Dynamics Aesthetics framework for planning. En Proceedings of the International Conference on Game Jams, Hackathons, and Game Creation Events (pp. 30-33). https://doi.org/10.1145/2897167.2897183
Campbell, D. T., y Stanley, J. C. (2012). Diseños experimentales y cuasiexperimentales en la investigacion social. Rand McNally and Company.
Chou, Y. (2016). Actionable gamification: Beyond points, badges, and leaderboards. Octalysis Media.
Conesa, P. J., y Duñabeitia, J. A. (2021). The basic psychological needs in the classroom scale (BPN-CS). Behavioral Sciences, 11(7), 1-13. https://doi.org/10.3390/bs11070096
Coolican, H. (2009). Research methods and statistics in psychology. Hodder Education Group.
Deterding, S., Dixon, D., Khaled, R., y Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. En Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-15). https://doi.org/10.1145/2181037.2181040
Dolera-Montoya, S., Valero-Valenzuela, A., Jimenez-Parra, J. F., y Manzano-Sanchez, D. (2021). Improvement of the classroom climate through a plan of gamified coexistence with physical activity: Study of its effectiveness in primary education. Multidisciplinary Journal of Education, 14(28), 65-77. https://doi.org/10.25115/ecp.v14i28.4420
Domínguez-Lara, S. (2018). Effect size, a quick guide. Educación Médica, 19(4), 251-254. https://doi.org/10.1016/j.edumed.2017.07.002
Fernández-Río, J., de las Heras, E., González, T., Trillo, V., y Palomares, J. (2020). Gamification and physical education. Viability and preliminary views from students and teachers. Physical Education and Sport Pedagogy, 25(5), 509-524. https://doi.org/10.1080/17408989.2020.1743253
Fernández-Río, J., Zumajo-Flores, M., y Flores-Aguilar, G. (2022). Motivation, basic psychological needs and intention to be physically active after a gamified intervention programme. European Physical Education Review, 28(2), 432-445. https://doi.org/10.1177/1356336X211052883
Ferriz-Valero, A., Agulló-Pomares, G., y Tortosa-Martínez, J. (2023). Benefits of Gamified Learning in Physical Education Students: A Systematic Review. Apunts Educación Física y Deportes, 153, 39-51. https://doi.org/10.5672/apunts.2014-0983.es.(2023/3).153.04
González-Cutre, D., Romero-Elías, M., Jiménez-Loaisa, A., Beltrán-Carrillo, V. J., y Hagger, M. S. (2020). Testing the need for novelty as a candidate need in basic psychological needs theory. Motivation and Emotion, 44(2), 295-314. https://doi.org/10.1007/s11031-019-09812-7
Kelso, A., Linder, S., Reimers, A. K., Klug, S. J., Alesi, M., Scifo, L., Borrego, C. C., Monteiro, D., y Demetriou, Y. (2020). Effects of school-based interventions on motivation towards physical activity in children and adolescents: A systematic review and meta-analysis. Psychology of Sport and Exercise, 51, 101770. https://doi.org/10.1016/j.psychsport.2020.101770
McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. The Penguin Press.
Muangsrinoon, S., y Boonbrahm, P. (2019). Game Elements from Literature Review of Gamificaction in Healthcare Context. Journal of Technology and Science Education, 9(1), 20-31. https://doi.org/10.3926/jotse.556
Quintas, A., Bustamante, J. C., Pradas, F., y Castellar, C. (2020). Psychological effects of gamified didactics with exergames in Physical Education at primary schools: Results from a natural experiment. Computers and Education, 152, 103874. https://doi.org/10.1016/j.compedu.2020.103874
Quintero González, L. E., Jiménez Jiménez, F., y Area Moreira, M. (2018). Beyond the textbook. Gamification through ITC as an innovative alternative in Physical Education. Retos, 34, 343-348. https://doi.org/10.47197/retos.v0i34.65514
Rigby, S., y Ryan, R. M. (2011). Glued to games: How video games draw us in and hold us spellbound. Greewood Publishing Group.
Rodríguez Martín, B., Flores Aguilar, G., y Fernández Río, J. (2022). Anxiety about failure in physical education. Can gamification promote changes in elementary school girls? Retos, 44, 739-748. https://doi.org/10.47197/retos.v43i0.90864
Ryan, R. M., y Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Press.
Ryan, R. M., y Deci, E. L. (2019). Brick by Brick: The Origins, Development, and Future of Self-Determination Theory. En A. J. Elliot (Ed.), Advances in Motivation Science (Vol. 6, pp. 111-156). Elsevier.
Sailer, M., Hense, J. U., Mayr, S. K., y Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380. https://doi.org/10.1016/j.chb.2016.12.033
Sailer, M., y Homner, L. (2020). The Gamification of Learning: A Meta-analysis. Educational Psychology Review, 32(1), 77-112. https://doi.org/10.1007/s10648-019-09498-w
Schäfer, H., Bachner, J., Pretscher, S., Groh, G., y Demetriou, Y. (2018). Study on motivating physical activity in children with personalized gamified feedback. UMAP 2018. Adjunct Publication of the 26th Conference on User Modeling, Adaptation and Personalization (pp. 221-226).
Soriano-Pascual, M., Ferriz-Valero, A., García-Martínez, S., y Baena-Morales, S. (2022). Gamification as a Pedagogical Model to Increase Motivation and Decrease Disruptive Behaviour in Physical Education. Children, 9(12), 1931. https://doi.org/10.3390/children9121931
Sotos-Martínez, V. J., Ferriz-Valero, A., García-Martínez, S., y Tortosa-Martínez, J. (2022). The effects of gamification on the motivation and basic psychological needs of secondary school physical education students. Physical Education and Sport Pedagogy, 29(2), 160-176. https://doi.org/10.1080/17408989.2022.2039611
Sotos-Martínez, V. J., Tortosa-Martínez, J., Baena-Morales, S., y Ferriz-Valero, A. (2023a). Boosting Student’s Motivation through Gamification in Physical Education. Behavioral Sciences, 13(2), 165. https://doi.org/10.3390/bs13020165
Sotos-Martínez, V. J., Tortosa-Martínez, J., Baena-Morales, S., y Ferriz-Valero, A. (2023b). It’s game time: Improving basic psychological needs and promoting positive behaviours through gamification in physical education. European Physical Education Review, 30(3), 435-457. https://doi.org/10.1177/1356336X231217404
Ssewanyana, D., Abubakar, A., van Baar, A., Mwangala, P. N., y Newton, C. R. (2018). Perspectives on Underlying Factors for Unhealthy Diet and Sedentary Lifestyle of Adolescents at a Kenyan Coastal Setting. Frontiers in Public Health, 6, 11. https://doi.org/10.3389/fpubh.2018.00011
Van den Berghe, L., Tallir, I. B., Cardon, G., Aelterman, N., y Haerens, L. (2015). Student (dis)engagement and need-supportive teaching behavior: A multi-informant and multilevel approach. Journal of Sport and Exercise Psychology, 37(4), 353-366. https://doi.org/10.1123/jsep.2014-0150
Van Ryzin, M. J., y Roseth, C. J. (2019). Effects of cooperative learning on peer relations, empathy, and bullying in middle school. Aggressive Behavior, 45(6), 643-651. https://doi.org/10.1002/ab.21858
Xi, N., y Hamari, J. (2019). Does gamification satisfy needs? A study on the relationship between gamification features and intrinsic need satisfaction. International Journal of Information Management, 46, 210-221. https://doi.org/10.1016/j.ijinfomgt.2018.12.002