Efecto Motivacional de una Intervención Gamificada en Educación Física según Curso y Género
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http://hdl.handle.net/10045/129588
Título: | Efecto Motivacional de una Intervención Gamificada en Educación Física según Curso y Género |
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Autor/es: | Sotos-Martínez, Víctor Javier | Ferriz Valero, Alberto | Baena-Morales, Salvador | Tortosa-Martínez, Juan |
Grupo/s de investigación o GITE: | Innovation in Physical Education and Physical Activity and Sport (EDUCAPHYS) | Health, Physical Activity, and Sports Technology (HEALTH-TECH) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas |
Palabras clave: | Games | Secondary education | Motivational effects | Education | Motivation |
Fecha de publicación: | nov-2022 |
Editor: | Octaedro |
Cita bibliográfica: | Sotos-Martínez, Víctor Javier, et al. “Efecto Motivacional de una Intervención Gamificada en Educación Física según Curso y Género”. En: Esteve Faubel, José María, et al (eds.). Transformando la educación a través del conocimiento. Barcelona: Octaedro, 2022. ISBN 978-84-19506-73-3, pp. 1226-1235 |
Resumen: | Currently teachers have sought a way to motivate students towards the practice of Physical Education. For this purpose, innovative tools such as gamification are used. However, few studies show how gamification in Physical Education can affect behavioral regulations and Basic Psychological Needs. Therefore, this research tried to observe how the gamification affects motivation in students of Secondary Education in Physical Education. To carry out this research, 186 students from first to third year of Secondary Education participated in the study. These students were divided into experimental group (n = 89) and control group (n = 98), respecting the predefined classes at the beginning of the course. Participants had to complete two pre and post-intervention questionnaires in order to observe the changes. The results showed an increase in the variables autonomy, competence, relatedness and intrinsic motivation, as well as a decrease in amotivation for the gamified group. By observing the results according to sex, both showed the changes described above. Similarly, when academic year results were observed the same changes were found, as well as identified regulation changes in the third year. However, some of these changes were also shown in the control group. In conclusion, it seems that a gamified proposal achieves motivational improvements regardless of sex, but gamification results may change depending on academic year. |
URI: | http://hdl.handle.net/10045/129588 |
ISBN: | 978-84-19506-73-3 |
Idioma: | spa |
Tipo: | info:eu-repo/semantics/bookPart |
Derechos: | © De la edición: José María Esteve Faubel, Aitana Fernández-Sogorb, Rosabel Martinez-Roig, Juan-Francisco Álvarez-Herrero; Del texto: Las autoras y autores; De esta edición: Ediciones OCTAEDRO, S.L. Esta publicación está sujeta a la Licencia Internacional Pública de Atribución/Reconocimiento-NoComercial 4.0 de Creative Commons. Puede consultar las condiciones de esta licencia si accede a: https://creativecommons.org/licenses/by-nc/4.0/. |
Revisión científica: | si |
Versión del editor: | https://octaedro.com/libro/transformando-la-educacion-a-traves-del-conocimiento/ |
Aparece en las colecciones: | INV - HEALTH-TECH - Capítulos de Libros INV - EDUCAPHYS - Capítulos de Libros |
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Sotos-Martinez_etal_Transformando-la-educacion-a-traves-del-conocimiento.pdf | 907,62 kB | Adobe PDF | Abrir Vista previa | |
Este ítem está licenciado bajo Licencia Creative Commons