Gamified 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

Healthy

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

School Engagement

Change in school engagement measured using the School Engagement Measure (SEM), including behavioral, emotional, and cognitive engagement, as well as the overall school engagement score. Higher scores indicate greater engagement with the teaching-learning process.

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

Academic Self-Efficacy

Change in self-efficacy measured using the Self-Efficacy Questionnaire for Children (SEQ-C), including academic, social, and emotional self-efficacy, as well as the overall self-efficacy score. Higher scores indicate greater perceived self-efficacy.

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

Academic Achievement

Change in academic achievement assessed using official school grades in Spanish Language and Literature, Mathematics, Natural, Social and Cultural Sciences, and Physical Education, together with the overall grade point average obtained before and after the intervention.

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

Data from ClinicalTrials.gov

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