Efecto de la Gamificación "La Aventura de Andaluzo" sobre la Motivación, Intención de Ser Físicamente Activo y Actividad Física Semanal de Escolares

Juan Antonio Berdonces Sola; Daniel Mayorga Vega; Jesús Viciana Ramírez; Santiago Guijarro Romero

Efecto de la Gamificación "La Aventura de Andaluzo" sobre la Motivación, Intención de Ser Físicamente Activo y Actividad Física Semanal de Escolares

Juan Antonio Berdonces-Sola ^[1] ; Daniel Mayorga-Vega ^[2] ; Jesús Viciana ^[1] ; Santiago Guijarro-Romero ^[3]
1. [1] Universidad de Granada
  
  Universidad de Granada
  
  Granada, España
2. [2] Universidad de Málaga
  
  Universidad de Málaga
  
  Málaga, España
3. [3] Universidad Autónoma de Madrid
  
  Universidad Autónoma de Madrid
  
  Madrid, España
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Localización: Cultura, ciencia y deporte, ISSN 1696-5043, Vol. 20, Nº. 65, 2025
Idioma: español
DOI: 10.12800/ccd.v20i65.2418
Títulos paralelos:
- Effect of the Gamification "The Andaluzo’s Adventure" on Schoolchildren’s Motivation, Intention to Be Physically Active, and Weekly Physical Activity
Enlaces
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Resumen
- español
  El objetivo fue examinar los efectos de una unidad de programación (UP) intermitente gamificada basada en estrategias de modificación del comportamiento en escolares de Educación Primaria sobre la motivación hacia la Educación Física, intención de ser físicamente activo y niveles de actividad física (AF) semanal. Doce clases con un total de 203 escolares de 4-6º curso de Educación Primaria (40.9% mujeres; 9-12 años) se asignaron aleatoriamente al grupo gamificado (n = 121) y control (n = 82). El grupo gamificado realizó una UP intermitente gamificada de cinco semanas (tres sesiones/semana) durante los primeros 15 minutos de cada sesión. Se aplicaron también estrategias de modificación del comportamiento como pulseras de AF, recordatorios de AF, diarios, asesoramiento educativo y establecimiento de objetivos. Antes y después de la intervención las variables dependientes se evaluaron mediante cuestionarios validados. Los resultados mostraron que los escolares del grupo gamificado mejoraron de manera estadísticamente significativa la motivación identificada y autónoma hacia la Educación Física y la AF durante el recreo (p < .05, r = 0.15-0.18). Una UP intermitente gamificada basada en el uso de estrategias de modificación del comportamiento parece ser efectiva para mejorar la motivación autónoma e identificada, así como la AF durante el recreo.
- English
  The objective was to examine the effects of a gamified intermittent programming unit (PU) based on behavior modification strategies on Primary Education students’ motivation towards Physical Education, intention to be physically active, and weekly physical activity (PA) levels. Twelve classes, comprising a total of 203 students from 4th to 6th grade in Primary Education (40.9% female; 9–12 years old), were randomly assigned to the gamified group (n = 121) and the control group (n = 82). The gamified group completed a five-week gamified intermittent PU (three sessions/week) during the first 15 minutes of each session. Behavior modification strategies were also applied, including PA wristbands, PA reminders, diaries, educational counseling, and goal setting. Before and after the intervention, dependent variables were assessed using validated questionnaires. The results showed that students in the gamified group significantly improved their identified and autonomous motivation towards Physical Education and PA during recess (p < .05, r = 0.15–0.18). A gamified intermittent PU based on behavior modification strategies appears to be effective in enhancing autonomous and identified motivation as well as PA during recess.
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