000130315 001__ 130315
000130315 005__ 20240124152850.0
000130315 0247_ $$2doi$$a10.1016/j.compedu.2020.103874
000130315 0248_ $$2sideral$$a117736
000130315 037__ $$aART-2020-117736
000130315 041__ $$aeng
000130315 100__ $$0(orcid)0000-0003-4621-6993$$aQuintas, A.$$uUniversidad de Zaragoza
000130315 245__ $$aPsychological effects of gamified didactics with exergames in Physical Education at primary schools: Results from a natural experiment
000130315 260__ $$c2020
000130315 5060_ $$aAccess copy available to the general public$$fUnrestricted
000130315 5203_ $$aThe physical effects of exergaming have been proven, but less is known about the psychological effects in elementary schools that make exergames an effective educational tool. The application of gamification to education is still an emerging practice that has been barely studied. The aim of this study was to analyse the effects of a gamified exergaming intervention in Physical Education classes in primary schools on psychological variables like motivation, flow, basic psychological needs and academic performance. A natural experiment with a non-randomised controlled design was run. The participants were recruited from four schools (n = 417), and received traditional didactic intervention or a gamified exergaming intervention. Both lasted 1 month. The results showed better positive gamified exergaming effects on basic psychological needs, academic performance and some flow dimensions. No interaction effects were found in intrinsic motivation, external regulation and amotivation, although specific improvements in the gamified exergaming group are discussed. The Mechanics-Dynamics-Aesthetics gamification model and the Just Dance Now exergame may be resources capable of producing positive psychological effects on school-based Physical Education.
000130315 536__ $$9info:eu-repo/grantAgreement/ES/UZ/INFR2016-UZ-SOC05$$9info:eu-repo/grantAgreement/ES/UZ/JIUZ-2017-SOC-06
000130315 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000130315 590__ $$a8.538$$b2020
000130315 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b3 / 264 = 0.011$$c2020$$dQ1$$eT1
000130315 591__ $$aCOMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS$$b7 / 111 = 0.063$$c2020$$dQ1$$eT1
000130315 592__ $$a3.025$$b2020
000130315 593__ $$aEducation$$c2020$$dQ1
000130315 593__ $$aE-learning$$c2020$$dQ1
000130315 593__ $$aComputer Science (miscellaneous)$$c2020$$dQ1
000130315 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000130315 700__ $$0(orcid)0000-0002-8201-0469$$aBustamante, J.C.$$uUniversidad de Zaragoza
000130315 700__ $$0(orcid)0000-0002-6829-0775$$aPradas, F.$$uUniversidad de Zaragoza
000130315 700__ $$0(orcid)0000-0003-1121-6408$$aCastellar, C.$$uUniversidad de Zaragoza
000130315 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000130315 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000130315 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000130315 773__ $$g152 (2020), 103874 [17 pp]$$pComput. educ.$$tComputers and Education$$x0360-1315
000130315 8564_ $$s819708$$uhttps://zaguan.unizar.es/record/130315/files/texto_completo.pdf$$yPostprint
000130315 8564_ $$s952460$$uhttps://zaguan.unizar.es/record/130315/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000130315 909CO $$ooai:zaguan.unizar.es:130315$$particulos$$pdriver
000130315 951__ $$a2024-01-24-15:02:28
000130315 980__ $$aARTICLE