Abstract
Gamification in the educational context is currently a reality despite the absence of empirical studies that support its application. Therefore, the objective is to analyze the affective domain and the social interactions produced in Physical Education students after a gamified didactic unit of popular and traditional games. A descriptive and quantitative causal-experimental research was designed. The instrument used to assess the affective domain was the PANAS scale (Positive and Negative Affect Schedule) and the CLASS scale (Classroom Assessment Scoring System) to assess social interactions. From the analysis of the results, it has been shown that gamification promotes the development of positive affections as opposed to negative ones and produces an improvement in the quality of the level of social interactions. Therefore, it is concluded that gamification in Physical Education develops social interactions in a positive learning context.
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