Exploring the impact of gamified elements on motivation-related variables in physical education
- 1Department of Teaching Physical Education, Arts and Music, Universitat de València, València, Spain
- 2Department of Personality Psychology, Treatment and Methodology, Universidad Católica de Valencia, València, Spain
Abstract
Gamification in physical education is an active methodology that fosters student engagement. However, few studies have examined its influences based on the types of elements in gamification. This study analyzed and compared the effects of these factors on motivation, future physical activity intention and basic psychological needs. The intervention was conducted with secondary school students in Spain during 8 physical education sessions in different schools. The 209 participants were divided into 3 groups: a control group (CG), a group where intrinsic gamification elements predominated (InMG), and another where extrinsic elements predominated (ExMG). Participants completed the questionnaires before and after the intervention. The results revealed a significant time × group interaction effect for perceived competence (p = .023) and future physical activity intention (p = .02). Although these interactions did not derive from statistically significant post-hoc pairwise comparisons, descriptive trends revealed a tendency toward an increase in perceived competence for both the ExMG and InMG, and a specific upward tendency for future physical activity intention only within the InMG. No significant effects were observed for the remaining motivational regulations, which remained stable across all conditions. In conclusion, the findings delineate the specific and nuanced impacts of the two evaluated gamification profiles. While both the InMG and ExMG frameworks were associated with a descriptive tendency toward a slight improvement in students’ perceived competence compared to the CG, the InMG profile suggested a possible descriptive advantage in fostering intentions for future physical practice that requires further confirmation.
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BibTeX
@article{tudelapetit2026exploring,
title = {{Exploring the impact of gamified elements on motivation-related variables in physical education}},
author = {Mario Tudela-Petit and Adrià Marco-Ahulló and Hugo Centelles-Lodeiro and Xavier García-Massó},
journal = {PLOS One},
year = {2026},
month = sep,
doi = {10.1371/journal.pone.0358950},
url = {https://doi.org/10.1371/journal.pone.0358950},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Exploring the impact of gamified elements on motivation-related variables in physical education
AU - Mario Tudela-Petit
AU - Adrià Marco-Ahulló
AU - Hugo Centelles-Lodeiro
AU - Xavier García-Massó
PY - 2026
DA - 2026/09/23
JO - PLOS One
DO - 10.1371/journal.pone.0358950
UR - https://doi.org/10.1371/journal.pone.0358950
AB - Gamification in physical education is an active methodology that fosters student engagement. However, few studies have examined its influences based on the types of elements in gamification. This study analyzed and compared the effects of these factors on motivation, future physical activity intention and basic psychological needs. The intervention was conducted with secondary school students in Spain during 8 physical education sessions in different schools. The 209 participants were divided into 3 groups: a control group (CG), a group where intrinsic gamification elements predominated (InMG), and another where extrinsic elements predominated (ExMG). Participants completed the questionnaires before and after the intervention. The results revealed a significant time × group interaction effect for perceived competence (p = .023) and future physical activity intention (p = .02). Although these interactions did not derive from statistically significant post-hoc pairwise comparisons, descriptive trends revealed a tendency toward an increase in perceived competence for both the ExMG and InMG, and a specific upward tendency for future physical activity intention only within the InMG. No significant effects were observed for the remaining motivational regulations, which remained stable across all conditions. In conclusion, the findings delineate the specific and nuanced impacts of the two evaluated gamification profiles. While both the InMG and ExMG frameworks were associated with a descriptive tendency toward a slight improvement in students’ perceived competence compared to the CG, the InMG profile suggested a possible descriptive advantage in fostering intentions for future physical practice that requires further confirmation.
SN - 1932-6203
ER -