Impact of Gamified Active Breaks through Digital Storytelling in Primary Education
DOI:
https://doi.org/10.12800/ccd.v20i65.2395Keywords:
active learning, student well-being, educational gamification, digital storytelling, academic achievementAbstract
This study examined the implementation of gamified active breaks through Digital Storytelling in primary education to improve student learning and psychological
well-being. Although there is evidence on the benefits of physical activity, gamification, and Digital Storytelling separately, there is no research that combines them.
Therefore, the study aimed to analyze the impact of gamified active breaks with Digital Storytelling on psychological, motivational, emotional, academic, and player
profile variables, according to gender, physical-sports activity, type of sport, and age, in primary school students. The total sample was 424 students (201 girls and 223
boys) aged from 9 to 13 years old (M = 10.4; SD = 1.07) and a longitudinal quasi-experimental design was used, with nonparametric statistical analyses including the
Mann Whitney U, Kruskal Wallis, and Wilcoxon tests being applied, along with Spearman’s correlation and multinomial logistic regression. Results revealed significant
improvements in intrinsic motivation, flow, content assimilation, and reduction of the dominator profile, as well as high levels of satisfaction and positive emotions.
An increase in the ‘Excellent’ level of academic performance, from 23.8% to 39% was highlighted, along with differences in gender, physical-sports activity, type of
sport, and age. In conclusion, gamified active breaks were an innovative strategy to enrich learning and promote student well-being, although customizing them
according to the socio-demographic and contextual characteristics of the students could maximize their impact
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