Feasibility of utilizing gamified learning as a motivational strategy for promoting physical activity participation and healthy eating among college students

Abstract

Emerging adulthood is a developmental stage influenced by the regularity of healthy behaviors. Gamification is the motivational strategy using virtual rewards and social comparison. This study aimed to explore the feasibility and proof of concept of utilizing digital badges, leaderboards, and quests as gamified learning in a health course. All data were collected using a pre/posttest format from first-year college students (n = 159; female = 42%). Employing a quasi-experimental design with the students in gamified/non-gamified conditions, Fitbit monitored physical activity (PA), and healthy eating (survey and diet recall) pre/post treatment. A covariance analysis demonstrated that gamification positively influenced students’ participation in light PA (p = .035, η2 = 0.03) and healthy eating (p = .008, η2 = 0.049) over the content matched control group. Integrating gamified elements into health education is feasible and advantageous to increase participation in activities such as walking and healthy eating.