The effects of gamification on the motivation and basic psychological needs of secondary school physical education students

Abstract

ABSTRACT Background Gamification is a novel active methodology used in Physical Education to motivate students. Purpose: This study analyzed the impact of this method on the motivation of Compulsory Secondary Education students in Spain during an 8-session Physical Education Didactic Unit. Methods A total of 275 students participated, divided into a gamified group (n = 133) and a control group (n = 142). The participants filled out 2 questionnaires, one aimed at assessing Basic Psychological Needs (BPNs) (Basic Psychological Needs in Exercise Scale) and the other at measuring the motivational component (The Sport Motivation Scale). Results An interaction effect (Time x Treatment) was found, with the gamified group improving in BPNs (autonomy (F(1) 57.97, p = <0.001; η2 p = 0.175); competence (F(1) 37.28, p = <0.001; η2 p = 0.120); relatedness (F(1) 51.49, p = <0.001; η2 p = 0.159), and intrinsic motivation (F(1) 39.65, p = <0.001; η2 p = 0.127), while decreasing in amotivation (F(1) 21.42, p = <0.001; η2 p = 0.073)). Conclusions These data suggest that a gamified intervention enhances the satisfaction of the basic psychological needs, increases intrinsic motivation, while decreases amotivation in secondary education students.