The Influence of Gamification on the Type of Student Motivation in Physical Education

Abstract

Play is a fundamental activity within socialization processes and serves as an intrinsic component of culture. It also functions as an educational resource
underpinning two pedagogical methodologies: gamification and game-based learning. Although these terms have often been used interchangeably, they differ
significantly in both characteristics and objectives. This study aimed to examine the impact of a gamified educational intervention, implemented over an entire
academic year, on students’ motivational profiles. A quantitative quasi-experimental pre-post design was employed. The Behavioral Regulation in Exercise
Questionnaire-3 (BREQ-3) was used to assess changes in students’ levels of self-determined motivation. Participants included 224 students (121 girls and 103 boys)
from seven 1st-year Baccalaureate and five 4th-year ESO classes. The core gamification element involved a collective scoreboard in Physical Education, where students
earned points cooperatively. Results from the Wilcoxon test indicated a statistically significant improvement in introjected regulation (p = .002) with a small effect
size (d = -0.321). The findings suggest that gamification primarily enhances extrinsic forms of motivation among students.