Gamified Exergaming Program in Primary School

University of Jaén176 enrolled

Overview

This study evaluates the effects of an 8-week gamified cooperative exergaming program implemented during regular physical education lessons in primary school children. Participants were assigned by classroom to either an experimental group, which completed "The Movement League" program integrating dance-based exergames, cooperative learning, and gamification, or a control group, which received conventional physical education. The study aims to determine whether this multicomponent intervention improves motivation toward physical education, increases habitual physical activity, and reduces sedentary behavior compared with standard physical education.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

TREATMENT

Masking

SINGLE

Enrollment

176

Conditions

Physical Activity

Interventions

Gamified Cooperative Exergaming ProgramBEHAVIORAL

An 8-week behavioral intervention delivered during regular physical education lessons (two 50-minute sessions per week; 16 sessions in total). The program integrated dance-based exergaming, cooperative learning, gamification, and symbolic rewards within a structured pedagogical framework. Sessions included choreographed exergames, cooperative motor challenges, progressive narrative levels, and group-based goals designed to promote autonomous motivation toward physical education, increase habitual physical activity, and reduce sedentary behavior in primary school children.

Conventional Physical EducationOTHER

Standard school physical education delivered over 8 weeks (two 50-minute sessions per week) using the regular curriculum and conventional teaching methods. Classes included traditional physical education activities without exergaming, gamification, or structured cooperative learning strategies.

Eligibility

Sex: ALLMin age: 8 YearsMax age: 12 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: * Children aged 8 to 12 years. * Enrolled in grades 3 to 6 of primary school. * Able to participate safely in regular physical education classes. * Written informed consent provided by a parent or legal guardian. * Verbal assent provided by the participant. Exclusion Criteria: * Physical pathology or medical contraindication preventing safe participation in physical activity. * Formal diagnosis of severe learning difficulties or developmental disorders. * Failure to complete the outcome assessments at both baseline and post-intervention. * Attendance at fewer than 14 of the 16 intervention sessions (less than 85% adherence).

Locations (1)

Primary School

Jaén, Spain

Outcomes

Primary Outcomes

Health-Related Quality of Life

Change in health-related quality of life measured using the KIDSCREEN-10 Index. The questionnaire assesses overall physical, psychological, and social well-being experienced during the previous week, with higher scores indicating better health-related quality of life and perceived well-being.

Time frame: Baseline and immediately after the 8-week intervention

Sleep Quality

Change in sleep quality measured using the Sleep Self Report (SSR). The questionnaire evaluates sleep duration, sleep onset difficulties, night awakenings, daytime sleepiness, sleep schedule regularity, and perceived sleep quality. Higher scores indicate greater sleep-related problems.

Time frame: Baseline and immediately after the 8-week intervention

Psychosocial Functioning

Change in psychosocial functioning measured using the Strengths and Difficulties Questionnaire (SDQ), including emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, prosocial behavior, and the total difficulties score.

Time frame: Baseline and immediately after the 8-week intervention

Data from ClinicalTrials.gov

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