{
  "abstract": "Gamified technology is increasingly used in physical education (PE), but evidence remains fragmented across motivation, engagement, and learning-related outcomes. This study proposed and empirically tested an integrated model linking students’ perceptions of gamified PE with psychological need satisfaction, motivation, multidimensional engagement, and perceived learning outcomes. A cross-sectional survey was completed by 500 secondary and tertiary students (mean age = 18.90 years, SD = 3.77; 51.4% female) from five institutions across three countries. Participants had experienced institution-approved gamified PE platforms sharing points, badges, feedback, challenges, progress indicators, meaningful choice, and cooperative activities, with limited teacher-level variation. A 43-item questionnaire measured 11 reflective constructs; 42 indicators were retained. Data were analyzed using PLS-SEM with 5,000 bootstrap resamples. Gamified Technology Use and Perceived Enjoyment were positively associated with autonomy, competence, and relatedness satisfaction. Need satisfaction was positively associated with intrinsic and extrinsic motivation; motivation was positively associated with behavioral, emotional, and cognitive engagement; and all engagement dimensions were positively associated with perceived learning outcomes. The model explained 58.9% of PLO variance. Direct GTU–PLO and PE–PLO associations were nonsignificant, whereas the specified sequential indirect associations were significant. The findings support a cross-sectional pattern consistent with the proposed framework but do not establish causal or temporal mediation. Mastery-oriented feedback, meaningful task choice, progress tracking, and cooperative missions warrant further experimental evaluation, while public ranking should be used cautiously.",
  "abstract_shown": true,
  "affiliations": [],
  "article_type": null,
  "arxiv": null,
  "author_total": 5,
  "authors": [
    {
      "name": "Duan Wang"
    },
    {
      "name": "Shunyang Duanmu"
    },
    {
      "name": "Linhan Yao"
    },
    {
      "name": "Yangyang Liu"
    },
    {
      "name": "Tao Xiao"
    }
  ],
  "bibtex": "https://research.draconitic.com/paper/6c0w4gfq6bwkm.bib",
  "cited_by": 0,
  "doi": "10.1038/s41598-026-73716-z",
  "fulltext_url": null,
  "id": "6c0w4gfq6bwkm",
  "issns": [
    "2045-2322"
  ],
  "landing_url": "https://www.nature.com/articles/s41598-026-73716-z",
  "language": null,
  "licence": "CC-BY-4.0",
  "licence_label": "CC BY 4.0",
  "licence_source": "article",
  "licence_url": "https://creativecommons.org/licenses/by/4.0",
  "metadata_licence": null,
  "native_subjects": [
    [
      "openalex",
      "3204|Educational Games and Gamification"
    ]
  ],
  "openalex": "W7215097700",
  "pdf_url": "https://www.nature.com/articles/s41598-026-73716-z_reference.pdf",
  "pmcid": null,
  "pmid": null,
  "published": "2026-10-01",
  "publisher": "Springer Science and Business Media LLC",
  "ris": "https://research.draconitic.com/paper/6c0w4gfq6bwkm.ris",
  "sources": [
    {
      "first_seen": "2026-10-30T12:17:19Z",
      "native_id": "10.1038/s41598-026-73716-z",
      "source": "crossref",
      "url": "https://www.nature.com/articles/s41598-026-73716-z"
    }
  ],
  "subjects": [],
  "title": "Psychological pathways associated with gamified physical education and perceived learning in adolescents and young adults",
  "title_text": "Psychological pathways associated with gamified physical education and perceived learning in adolescents and young adults",
  "type": "peer-reviewed",
  "updated_at": "2026-10-30T12:17:19Z",
  "url": "https://research.draconitic.com/paper/6c0w4gfq6bwkm",
  "venue": "Scientific Reports",
  "versions": []
}