La gamificación como estrategia didáctica para la enseñanza de la educación física con estudiantes de décimo de básica de la escuela Federico Proaño

Abstract

The objectives of this study were (I) to apply gamification as a didactic strategy for physical education classes, (II) to evaluate the level of motivation for learning achievements and school involvement in PE classes, and (III) to assess the gamified experience as a motivational tool in PE classes. A total of 57 students aged approximately 14 years ± 0.5 years were selected—34 for the intervention group (IG), comprising 21 boys and 13 girls, and 23 students—16 males and 7 females, aged 13 ± 0.5 years—for the control group (CG). Both groups were from the 10th grade of the Federico Proaño Basic Education School in the city of Cuenca. The intervention group underwent analog and virtual gamification methodology, engaging in 30 gamified sessions over ten weeks, covering the four curricular blocks of physical education. Conversely, the control group did not have gamified classes. Motivation was evaluated using the Ampet questionnaire in its Spanish version, and school involvement was assessed using the EIE-A instrument pre and post intervention in both groups. The evaluation of the proposal was done through the Gamex questionnaire, specifically after the intervention. Gamification increased motivation levels in two dimensions: perceived motor competence and commitment and engagement in learning for the intervention group. There was no positive effect compared to the control group. The evaluation of gamified experiences received high scores, particularly in the fun factor. The results obtained support the effectiveness of implementing gamification as a didactic strategy for teaching physical education, aiming to motivate and engage students.