Psychological pathways associated with gamified physical education and perceived learning in adolescents and young adults
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.
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BibTeX
@article{wang2026psychological,
title = {{Psychological pathways associated with gamified physical education and perceived learning in adolescents and young adults}},
author = {Duan Wang and Shunyang Duanmu and Linhan Yao and Yangyang Liu and Tao Xiao},
journal = {Scientific Reports},
year = {2026},
month = oct,
doi = {10.1038/s41598-026-73716-z},
url = {https://www.nature.com/articles/s41598-026-73716-z},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Psychological pathways associated with gamified physical education and perceived learning in adolescents and young adults
AU - Duan Wang
AU - Shunyang Duanmu
AU - Linhan Yao
AU - Yangyang Liu
AU - Tao Xiao
PY - 2026
DA - 2026/10/01
JO - Scientific Reports
DO - 10.1038/s41598-026-73716-z
UR - https://www.nature.com/articles/s41598-026-73716-z
AB - 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.
SN - 2045-2322
ER -