Effects of gamification and cooperative learning in physical education teacher training

The aim of this study was to evaluate the impact of a gamified-cooperative project on achievement goals, basic psychological needs, and the perception ofautonomy support in the initial training of Physical Education teachers. A total of 132 fourth year students from a university in southern Spain we...

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Autores: Moral Garcia, José Enrique, Flores Aguilar, Gonzalo, Oviedo Caro, Miguel Ángel, Saiz González , Pablo, Fernández Río, Javier
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/179104
Acceso en línea:https://hdl.handle.net/11441/179104
http://doi.org/10.12800/ccd.v20i65.2446
Access Level:acceso abierto
Palabra clave:Gamification
Higher education
Cooperative learning
Physical education teacher training
Pedagogical models.
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spelling Effects of gamification and cooperative learning in physical education teacher trainingEfectos de la Gamificación y el Aprendizaje Cooperativo en la Formación del Profesorado de Educación FísicaMoral Garcia, José EnriqueFlores Aguilar, GonzaloOviedo Caro, Miguel ÁngelSaiz González , PabloFernández Río, JavierGamificationHigher educationCooperative learningPhysical education teacher trainingPedagogical models.The aim of this study was to evaluate the impact of a gamified-cooperative project on achievement goals, basic psychological needs, and the perception ofautonomy support in the initial training of Physical Education teachers. A total of 132 fourth year students from a university in southern Spain were divided into threegroups (gamified-cooperative, cooperative, and traditional). The study followed a quasi-experimental, pre-test post-test design (10 and 12 weeks, 1.5 hours per week).Perceived autonomy support, basic psychological needs, and 3x2 achievement goals of the participants were assessed. The gamified-cooperative group experiencedsignificant improvements in reducing comparison with other students and in procedural autonomy support. The cooperative group also showed improvements inorganizational and procedural autonomy support, while the control group improved in the perception of competence. Although there is a need for further researchto maximize the educational potential of these approaches in higher education, this study reveals that the implementation of gamification along with cooperativelearning can reduce comparison among students and increase the perception of autonomy, which is associated with positive outcomes for studentsUniversidad Católica de MurciaEducación Física y DeporteHUM1061: Inclusión Social, Educación Física y Deporte, y Políticas Europeas en Investigación2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/179104http://doi.org/10.12800/ccd.v20i65.2446reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)Ingléshttp://doi.org/10.12800/ccd.v20i65.2446info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1791042026-06-17T12:51:07Z
dc.title.none.fl_str_mv Effects of gamification and cooperative learning in physical education teacher training
Efectos de la Gamificación y el Aprendizaje Cooperativo en la Formación del Profesorado de Educación Física
title Effects of gamification and cooperative learning in physical education teacher training
spellingShingle Effects of gamification and cooperative learning in physical education teacher training
Moral Garcia, José Enrique
Gamification
Higher education
Cooperative learning
Physical education teacher training
Pedagogical models.
title_short Effects of gamification and cooperative learning in physical education teacher training
title_full Effects of gamification and cooperative learning in physical education teacher training
title_fullStr Effects of gamification and cooperative learning in physical education teacher training
title_full_unstemmed Effects of gamification and cooperative learning in physical education teacher training
title_sort Effects of gamification and cooperative learning in physical education teacher training
dc.creator.none.fl_str_mv Moral Garcia, José Enrique
Flores Aguilar, Gonzalo
Oviedo Caro, Miguel Ángel
Saiz González , Pablo
Fernández Río, Javier
author Moral Garcia, José Enrique
author_facet Moral Garcia, José Enrique
Flores Aguilar, Gonzalo
Oviedo Caro, Miguel Ángel
Saiz González , Pablo
Fernández Río, Javier
author_role author
author2 Flores Aguilar, Gonzalo
Oviedo Caro, Miguel Ángel
Saiz González , Pablo
Fernández Río, Javier
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Educación Física y Deporte
HUM1061: Inclusión Social, Educación Física y Deporte, y Políticas Europeas en Investigación
dc.subject.none.fl_str_mv Gamification
Higher education
Cooperative learning
Physical education teacher training
Pedagogical models.
topic Gamification
Higher education
Cooperative learning
Physical education teacher training
Pedagogical models.
description The aim of this study was to evaluate the impact of a gamified-cooperative project on achievement goals, basic psychological needs, and the perception ofautonomy support in the initial training of Physical Education teachers. A total of 132 fourth year students from a university in southern Spain were divided into threegroups (gamified-cooperative, cooperative, and traditional). The study followed a quasi-experimental, pre-test post-test design (10 and 12 weeks, 1.5 hours per week).Perceived autonomy support, basic psychological needs, and 3x2 achievement goals of the participants were assessed. The gamified-cooperative group experiencedsignificant improvements in reducing comparison with other students and in procedural autonomy support. The cooperative group also showed improvements inorganizational and procedural autonomy support, while the control group improved in the perception of competence. Although there is a need for further researchto maximize the educational potential of these approaches in higher education, this study reveals that the implementation of gamification along with cooperativelearning can reduce comparison among students and increase the perception of autonomy, which is associated with positive outcomes for students
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/179104
http://doi.org/10.12800/ccd.v20i65.2446
url https://hdl.handle.net/11441/179104
http://doi.org/10.12800/ccd.v20i65.2446
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv http://doi.org/10.12800/ccd.v20i65.2446
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidad Católica de Murcia
publisher.none.fl_str_mv Universidad Católica de Murcia
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,81155

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