Boost Your Success: Exploring the Link Between Gamification and Motivation
DOI:
https://doi.org/10.12800/ccd.v20i65.2508Keywords:
alumnos / Motivational orientation, necesidades psicológicas básicas (behavioral engagement, active methodologies., basic psychological needs), secondary educationAbstract
In response to the current need to promote more active participation in Physical Education, educators have advocated for the use of innovative strategies such
as gamification. However, there is a notable lack of comprehensive research examining the impact of gamification on behavioral regulation and Basic Psychological
Needs (BPNs). Therefore, the aim of this study was to investigate the influence of gamification on the motivation of secondary school students in Physical Education. A
total of 105 fourth-year secondary education students participated in the study. Participants were assigned to either an experimental group (n = 59) or a control group
(n = 46), based on the pre-existing class groupings established at the beginning of the academic year. During the study, participants completed two questionnaires
(BPN-PE and SMS-II-PE), administered both before and after the intervention. The results revealed increases in autonomy, competence, relatedness, and intrinsic
motivation among students in the experimental group, along with a decrease in amotivation. No significant changes were observed in the control group. In conclusion,
a gamified approach appears to enhance self-determined motivation and support all three BPNs.
References
Andrade, A., Correia, C. K., Cruz, W. M. D., y Bevilacqua, G. G. (2019). Acute Effect of Exergames on Children’s Mood States During Physical Education Classes. Games for Health Journal, 8(3), 250-256. https://doi.org/10.1089/g4h.2018.0083
Arufe-Giráldez, V. (2019). Fortnite EF, un nuevo juego deportivo para el aula de Educación Física. Propuesta de innovación y gamificación basada en el videojuego Fortnite. Sportis. Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 5(2), 323-350. https://doi.org/10.17979/sportis.2019.5.2.5257
Buckley, P., y Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175. https://doi.org/10.1080/10494820.2014.964263
Carrasco-Ramírez, V. J., Matamoros-Rodríguez, A., y Flores-Aguilar, G. (2019). Analysis and comparison of the results obtained after the application of a gamified methodology and a traditional one in physical education in “bachillerato” (Spanish education for 16 to 18 years old students). Education, Sport, Health and Physical Activity (ESHPA), 3(1), 29-45. http://hdl.handle.net/10481/53213
Castañeda-Vázquez, C., Espejo-Garcés, T., Zurita-Ortega, F., y Fernández-Revelles, A. B. (2019). Physical education´s teacher training program through gaming, ict and continuous assessment. Revista Euroamericana de Ciencias del Deporte, 8(2), 55-64. https://doi.org/10.6018/sportk.391751
Chou, Y. (2016). Actionable gamification: Beyond points, badges, and leaderboards. Octalysis Media.
Deci, E. L., y Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109-134. https://doi.org/10.1016/0092-6566(85)90023-6
Dichev, C., y Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14. https://doi.org/10.1186/s41239-017-0042-5
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
Erdvik, I. B., Øverby, N. C., y Haugen, T. (2014). Students’ self-determined motivation in physical education and intention to be physically active after graduation: The role of perceived competence and identity. Journal of Physical Education and Sport, 14(2), 232-241. https://doi.org/10.7752/jpes.2014.02035
Fernandez-Rio, 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
Fernandez-Rio, 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
Ferriz-Valero, A., García-Martínez, S., García-Jaen, M., Østerlie, O., y Sellés, S. (2019). Gamificación: Metodologías activas en Educación Física en docencia universitaria. En Investigación e innovación en la Enseñanza Superior. Nuevos contextos, nuevas ideas (pp. 1116-1126). Editorial Octaedro.
Ferriz-Valero, A., Østerlie, O., García-Martínez, S., y García-Jaén, M. (2020). Gamification in physical education: Evaluation of impact on motivation and academic performance within higher education. International Journal of Environmental Research and Public Health, 17, 1-16. https://doi.org/10.3390/ijerph17124465
Hanus, M. D., y Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers and Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
Jeno, L. M., Adachi, P. J. C., Grytnes, J. A., Vandvik, V., y Deci, E. L. (2019). The effects of m-learning on motivation, achievement and well-being: A Self-Determination Theory approach. British Journal of Educational Technology, 50(2), 669-683. https://doi.org/10.1111/bjet.12657
Khaldi, A., Bouzidi, R., y Nader, F. (2023). Gamification of e-learning in higher education: A systematic literature review. Smart Learning Environments, 10(1), 10. https://doi.org/10.1186/s40561-023-00227-z
Kurniawan, R., Heynoek, F. P., Bakti, F. R. F. K., y Sigit, C. N. (2022). Motivation in physical education for junior high school students: A gender perspective. Journal of Physical Education and Sport, 22(12), 3072-3079. https://doi.org/10.7752/jpes.2022.12389
Landers, R. N., Auer, E. M., Collmus, A. B., y Armstrong, M. B. (2018). Gamification Science, Its History and Future: Definitions and a Research Agenda. Simulation and Gaming, 49(3), 315-337. https://doi.org/10.1177/1046878118774385
Mendez-Coca, D. (2015). Study of the Motivations of Secondary Students of Physics and Chemistry and the Influence of the Methodologies of Education in Their Interest. Educacion Xx1, 18(2), 215-235. https://doi.org/10.5944/educXX1.14
Menéndez-Santurio, J. I., y Fernández-Río, J. (2018). Spanish Version Of The Basic Psychological Needs In Physical Education Scale. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, 69(2018). https://doi.org/10.15366/rimcafd2018.69.008
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
Peralta, D. C., y Guamán, V. J. (2020). Metodologías activas para la enseñanza y aprendizaje de los estudios sociales. Sociedad & Tecnología, 3(2), 2-10. https://doi.org/10.51247/st.v3i2.62
Pérez-López, I. J., y Navarro-Mateos, C. (2023). Guía para gamificar: Construye tu propia aventura. Copideporte S.L.
Prieto-Andreu, J. M. (2020). A systematic review about gamification, motivation and learning in high school. Teoria de la Educacion, 32(1), 73-99. https://doi.org/10.14201/teri.20625
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(6), 103874. https://doi.org/10.1016/j.compedu.2020.103874
Real-Pérez, M., SánchezOliva, D., y Padilla-Moledo, C. (2021). Africa Project «La Leyenda de Faro»: Effects of a methodology based on gamification on situational motivation about the content of Corporal Expression in Secondary Education. Retos, 42, 567-574. https://doi.org/10.47197/retos.v42i0.86124
Ryan, R. M., y Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68-78.
Ryan, R. M., y Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Press.
Soledispa, A. M., San Andrés, E. J., y Soledispa, R. A. (2020). Motivación y su influencia en el desempeño académico de los estudiantes de educación básica superior: Motivación de los estudiantes. Revista Científica Sinapsis, 3(18). https://doi.org/10.37117/s.v3i18.431
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., Baena-Morales, S., y Ferriz-Valero, A. (2024). Gamificación y el poder de la novedad: Revolucionando el aprendizaje de la educación física a través de estrategias lúdicas. Magister, 36, 25-31. https://doi.org/10.17811/msg.36.1.2024.25-31
Sotos-Martínez, V. J., Ferriz-Valero, A., García-Martínez, S., y Tortosa-Martínez, J. (2024). 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), 1-23. https://doi.org/10.1177/1356336X231217404
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
Werbach, K., y Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton School Press.
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Creative Commons Attribution License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The authors who publish in this journal agree with the following terms:
- The authors retain the copyright and guarantee the journal the right to be the first publication of the work as well as licensed under a Creative Commons Attribution License that allows others to share the work with recognition of the authorship of the work and the initial publication in this journal.
