ArticlePDF Available

Abstract and Figures

Abstract There is a lack of motivation in children and adolescents to do physical exercise and at the same time a worldwide obesity epidemic. Gamification and active videogames can be used to increase the motivation of young people, promoting healthy habits. In this work we explore different studies on active videogames, eSports and gamification applied to physical exercise and health promotion. Main findings include positive effects in a reduction in body weight and in the promotion to continue performing of physical exercise. It also contributes to increase the motivation in children and adolescents to practice exercise. The personalization of user experience and emerging technologies (big data, wearables, smart technologies, etc.) are presented as promising opportunities to keep the engagement in game-based program and gamification of physical exercise.
Content may be subject to copyright.
A preview of the PDF is not available
... In addition, the data collected from these wearable devices can be used to design more targeted and evidence-based interventions (Sousa et al., 2023;Triantafyllidis et al., 2021). The use of gamification in fitness applications has also been shown to be effective in increasing student engagement in physical activity, as game elements can increase motivation and enjoyment in exercise (Danković et al., 2023;González-González et al., 2018). ...
... Kang et al. (2023) confirmed that physical activity can provide great benefits to children's mental health and emotional wellbeing. Positive social interactions during physical activity, such as in team games involving technology, can improve students' experiences and overall health outcomes (González-González et al., 2018); (Danković et al., 2023). Therefore, periodic evaluation and adjustment of the program is essential to maintain the effectiveness of the strategies implemented. ...
Article
Full-text available
This study used the systematic literature review to review strategies to increase physical activity in elementary school children in the digital era to support a healthy lifestyle. Data were obtained from articles searched through Google Scholar. The search was conducted in September 2024 using the keywords: "Physical Activity Promotion" AND "Elementary School" AND "Healthy Lifestyle". During the search, inclusion and exclusion criteria were applied. For example, the search focused on articles published in Scopus-indexed journals between 2019 and 2024. From this initial search, 551 articles were found. Furthermore, they were screened again in several stages, and 16 articles that fit the theme and met the inclusion requirements were yielded. During the article selection, this study followed the PRISMA guidelines. The findings of this study confirmed the importance of appropriate strategies to increase the physical activity of elementary school students in the digital era to support a healthy lifestyle. The use of technology in the form of fitness apps, exergames, and wearable devices was proven effective in motivating children to be physically active. These technologies not only serve as support tools but also as powerful motivators that offer tracking and feedback that can encourage children to engage in physical activity more actively. In addition, more interactive approaches in schools, such as the Sport Education Model (SEM) and Teaching Personal and Social Responsibility (TPSR), have shown significant increases in student participation, resulting in a sustainable impact on daily physical activity habits. This study also reported that family support was very important in increasing children's physical activity. By engaging the whole family in physical activities, whether through shared outdoor activities or fitness apps, an environment that supports a healthy lifestyle is created. In addition, training teachers to utilize technology in physical learning can strengthen the implementation of strategies in schools, creating a more supportive and enjoyable environment for students.
... Motivation can be increased by integrating gamification elements into physical exercise routines, as has been recently studied in connection with video games [5] and exergames. For example, Pacheco's review [6] compares 12 user studies with older participants, concluding that exergames can significantly improve motivation, balance, and mobility. ...
... When asked whether they were aware of any possible physiological problems caused by a sedentary lifestyle, 61/90 participants gave a positive answer. As examples they listed back pain (24), neck pain (11), wrist issues (11), pain in other Values in bold ( p < 0.001) indicate statistically significant differences, emphasizing their importance in the analysis joints (6), headache (5), and in lower numbers also heart and blood circulation problems, mental health issues, etc. ...
Article
Full-text available
In this paper, we present OffiStretch, a camera-based system for optimal stretching guidance at home or in the workplace. It consists of a vision-based method for real-time assessment of the user’s body pose to provide visual feedback as interactive guidance during stretching exercises. Our method compares the users’ actual pose with a pre-trained target pose to assess the quality of stretching for a number of different exercises. We utilize angular and spatial pose features to perform this comparison for each individual exercise. The result of this pose assessment is presented to the user as real-time visual feedback on an "augmented mirror" display. As our method relies simply on a single RGB camera, it can be easily utilized in everyday training scenarios. We validate our method in a user study, comparing users’ performance and motivation in stretching when receiving audio-visual guidance on a TV screen both with and without our live feedback. While participants performed equally well in both conditions, feedback boosted their motivation to perform the exercises, highlighting its potential for increasing users’ well-being. Moreover, our results suggest that participants preferred stretching exercises with our live feedback over the condition without the feedback. Finally, an expert evaluation with professional physiotherapists reveals that further work must target improvements of the feedback to ensure correct guidance during stretching.
... Our results agree with White et al. (2021), who noted that this finding could be considered a central element in the extent to which physical education teachers should promote an active physical life and showed that sumo-based training could improve children's intentions to become physically active. Apparently, the sumo-based method can be a source of positive transfer, supports intrinsic motivation, and can develop positive attitudes in children and adolescents (González et al., 2018). ...
Article
Full-text available
Objectives. This study aimed to compare the effects of wrestling and sumo wrestling as similar combat sports activities in a training program on technical wrestling scores, wrestling performance indexes, and intrinsic motivation in youth practitioners. Materials and methods. A randomized controlled trial using a single-blinded design, and repeated measures of parallel groups (sumo-based group: EG, n = 19, aged = 12.42 ± 0.87 years; and only wrestling group: CG, n = 19, aged = 12.41 ± 0.78 years) was conducted. Three 65-minute weekly sessions for four weeks were dedicated to the interventions. A two-factor mixed analysis of variance (ANOVA) model with repeated measures was performed to assess the group vs. time impact analysis. Results. The findings revealed a significant interaction between the variables, whereby higher values were observed for technical wrestling scores on the attempted head and arm throw test (F1;18 = 356.2; p = < 0.0001; ES = 0.60), wrestling performance indexes on the pushing opponent test (F1;18 = 8.31; p = 0.009; ES = 0.08), intrinsic motivation for effort/importance item (F1;18 = 12.24; p = 0.003; ES = 0.82) and intrinsic motivation item (F1;18 = 19.36; p = 0.000; ES = 0.24) in favor of EG. Conclusions. In conclusion, the sumo-based training program produces significantly greater responses on technical performance, and intrinsic motivation, specifically regarding wrestling training.
... For significant interactions between group and time, the Bonferroni post-hoc test was applied to establish possible intragroup differences (pre vs. post), while intergroup differences (EG vs. CG) were determined using the Mann-Whitney U test. Effect size (ES) was determined using Cohen's d, considering a small (0.20-0.49), moderate (0.50-0.79) or large (> 0.80) effect [32]. All analyses showed a significant difference at the 5% level. ...
Article
Full-text available
Background and study aim. This study explored the impact of two different specific warm-up protocols (consisting of either opposition games or classical exercises) on technical-tactical performance, intrinsic motivation and stress levels in wrestling schoolchildren. Materials and methods. Sixty-three schoolchildren divided into two parallel groups (specific warm-up opposition game group: EG, n = 18, aged 12.42 ± 0.87 years; and classical specific warm-up group: CG, n = 18, aged 12.41 ± 0.78 years) who completed three 75-minute sessions over four weeks practicing different specific warm-up exercises. Data was analyzed with IBM SPSS to find the normality, mean and standard deviation. A two-factor mixed analysis of variance (ANOVA) model with repeated measures was performed to measure differences in mental health and technical-tactical performance for both group. Results. Several results emerged from this study; (i) EG who followed a specific warm-up program based on opposition games performed better in the wrestling test and were able to improve the number of successful leg attack skills, with a significant interaction compared to CG, (ii) EG obtained a better leg attack score due to their quality of execution and (iii) Compared with children in the CG group children in the EG group feel happy and motivated and their stress levels decrease. Conclusion. Wrestling teaching and training specialists should be convinced of the beneficial effects of exercises based on opposition games on students' technical and mental skills.
... As in Andujar's [40] investigation, perceptions of the flipped learning model in the two aforementioned studies were positive but no differences in terms of language development were found between the groups. Thus, as pointed out by O'Flaherty and Phillips [43] or González-González et al. [44] in their reviews of the flipped model in higher education, it seems that obtaining stronger evidence in evaluating students' outcomes is necessary. ...
Article
Full-text available
Blended learning models have been extensively used in foreign language environments to extend in-class time as well as reinforce in-class explanations. Among these models, the increasing popularity of flipped learning has given rise to transformative pedagogies that address many of the problems experienced in traditional lecture-based classes. In this context, the use of stationary devices to develop flipped learning processes has been a common practice over the last years. However, the ubiquitous characteristics of mobile devices have rarely been investigated to carry out these types of learning methodologies. With this aim, the present investigation explores students' perceptions and technological acceptance of the implementation of a flipped learning model in two English as a Foreign Language classes. A quantitative analysis was carried out in order to evaluate the information collected in the two groups. Findings yielded a positive perception of the flipped learning experience, particularly in terms of overall satisfaction. In addition, with regard to the use of mobile devices, participants reported ease of use and highlighted the importance of an appropriate design of the video contents for a successful flipped learning experience through mobile devices. Further research into this topic is sought as students also faced difficulties during the project.
... In this regard, students assume that they prefer engaging and interactive learning activities (Kiili, 2005), which makes playful learning emerge as a potential solution, as it promotes new skills and stimulates increased knowledge (Pereira et al., 2019;Putz et al., 2020). In this sense, a new pedagogical approach called gamification is becoming increasingly popular in educational contexts (Koivisto & Hamari, 2019;Ouariachi et al., 2020;Putz et al., 2020) and particularly in encouraging PA practice in young populations (Fernandez-Rio et al., 2020;Ferriz-Valero et al., 2020;González et al., 2020;González-González et al., 2018;Kostenius et al., 2018;Quintas et al., 2020;Segura-Robles et al., 2020). Gamification has been defined as the use of game design elements in any non-game system context to increase users' intrinsic and extrinsic motivation, helping them to process information, or even help them to better achieve goals and/or help them change their behavior (Hamari et al., 2014;Treiblmaier et al., 2018). ...
Article
Full-text available
Nowadays, the determining role that Physical Education (PE) assumes for cognitive, psychomotor and af-fective development is widely accepted. Even so, several investigations continue to report the difficulty in motivating children to be involved and participate in PE classes through traditional teaching methods. Thus, to combat this scourge, gamification has been suggested as a useful tool to increase students' motivation to practice PE. Based on these considerations, the main objective of this survey review was to critically analyze the potential impact of using gamification in PE classes. The Preferred Reporting Items for Systematic reviews and Meta-Analyses literature search extension (PRISMA-S) guidelines were advised for this survey review. After searching procedures, 68 articles remained for analysis. Traditional teaching models can be applied by using the direct instruction model, and teaching dominated approaches. By contrast, nowadays physical education and sports education have been based on game-based models. From this, gamification strategies seem to be valid and efficient as a contribute to the previous ones, applying game elements, mechanics, and principles to non-game contexts to enhance engagement and intrinsic motivation. Thus, gamification models extend to as fundamental element the theory of self-determination expressed by theory of gamified learning, dynamical model for gamification of learning, goal-access-feedback-challenge-collaboration, gam-ification, and virtual gamification. This investigation allows us to conclude that the inclusion of gamification in PE classes seems to translate into an increase in motivation in children and youth. For this reason the introduction of technology in classes seems to be a key factor to increase sports participation, regular physical activity and improve motor learning and control.
... Esports have recently piqued the interest of higher education researchers and practitioners, with a growing number of studies documenting their integration into higher education in various ways. One of the key areas of interest is the development of skills through esports, which incorporates innovative elements and the use of technology in both formal and informal settings (González-González et al., 2018;Zhong et al., 2022). Students may find participation in esports to be an authentic and motivating way to develop essential life and career skills for the twenty-first century, including critical thinking, communication, leadership, teamwork, and innovation skills (Barr, 2019;Binkley et al., 2012). ...
Article
Full-text available
This study aimed to investigate the perceived affordances of incorporating esports into higher education using an ecological systems approach that examined the multiple factors shaping behaviours at the individual, interpersonal, and organisational levels. A total of 40 participants, comprising 32 students and 8 teachers, were invited to take part in semi-structured interviews. The data gathered from the interviews underwent qualitative analysis through the employment of thematic analysis methods. The results suggested that esports were perceived as having the potential to promote students’ skills development and foster an interactive learning culture. The study also identified constraints on esports integration at various levels, including student differences (i.e. in gaming interest, skills, attention, and physical capacity) and teachers’ insufficient knowledge (i.e. of esports and related pedagogy and content) at the individual level; concerns about the negative impacts of esports at the interpersonal level; and a lack of effective execution of university leadership at the organisational level. The results of this study offer valuable insights for education leaders into how to effectively exercise leadership in the context of esports. Specifically, the findings underscore the importance of developing professional development programmes for teachers to enhance their knowledge of the use of esports and related pedagogy and teaching content to improve the implementation of esports-based instruction.
Article
Background and Objective: Rehabilitation after stroke is essential to minimize permanent disability. Gamification, the integration of game elements into non-game environments, has emerged as a promising strategy for increasing motivation and rehabilitation effectiveness. This article systematically reviews the gamified devices used in stroke rehabilitation and evaluates their impact on emotional, social, and personal effects on patients, providing a comprehensive view of gamified rehabilitation. Methods: A comprehensive search using the PRISMA 2020 guidelines was conducted using the IEEE Xplore, PubMed, Springer Link, APA PsycInfo, and ScienceDirect databases. Empirical studies published between January 2019 and December 2023 that quantified the effects of gamification in terms of usability, motivation, engagement, and other qualitative patient responses were selected. Results: In total, 169 studies involving 6404 patients were included. Gamified devices are categorized into four types: robotic/motorized, non-motorized, virtual reality, and neuromuscular electrical stimulation. The results showed that gamified devices not only improved motor and cognitive function but also had a significant positive impact on patients’ emotional, social and personal levels. Most studies have reported high levels of patient satisfaction and motivation, highlighting the effectiveness of gamification in stroke rehabilitation. Conclusions: Gamification in stroke rehabilitation offers significant benefits beyond motor and cognitive recovery by improving patients’ emotional and social well-being. This systematic review provides a comprehensive overview of the most effective gamified technologies and highlights the need for future multidisciplinary research to optimize the design and implementation of gamified solutions in stroke rehabilitation. Keywords Stroke, Gamification, Neurorehabilitation, Neuroplasticity, Gamified therapy, Biomedical engineering
Article
Gamification serves various purposes. In the context of education, it can be used to create visually appealing and engaging activities for students. However, as experts have noted, simply gamifying the content of a class may not be enough to improve student learning. To develop an approach that would enable us to gamify both class content and instructional design, we started a new project. As our initial step, we consulted relevant literature. Drawing inspiration from our findings, we formulated a methodology named GamiClass. To assess its potential, we held a workshop where we taught university professors how to utilise it, seeking their input. Subsequently, with an enhanced version, we designed an undergraduate Human–Computer Interaction (HCI) course. Finally, we conducted a randomised, controlled trial making use of a third iteration of the methodology. The results indicate that both educators and students benefit from its implementation. In this paper, we present our findings, discuss the pros and cons of our integral approach to gamifying classes (i.e., gamifying both content and instructional design), and outline our future work aimed at consolidating its effectiveness.
Article
Full-text available
This article presents doctoral research examining the intersection of creative arts and sustainable development, focusing on interactive animation in the digital sustainable ecology. The research problem addressed is the sustainability of cultural creativity within the realm of digital media ecology, expanding the traditional understanding of ecological sustainability. The study objective aims to investigate the interplay between interactive animation, sustainable development, and digital cultural communication, exploring potential approaches for designing sustainability within interactive animation. The methodology involves drawing upon media ecology theory, conducting content analysis, and performing a comprehensive literature review and case study analysis. Findings indicate that interactive animation expresses frontage scientific concepts through artistic language, promoting cultural reflection and humanistic communication in the digital ecological environment. Interactive animation facilitates the collection of objective behavioural data, integrating scientific concepts into creative design and iterative research for sustainability. The research highlights the significance of creative arts in addressing challenges and opportunities associated with sustainable technology advancement. Exploring the intersection of creative arts and sustainable development via interactive animation, the study deepens participants' understanding of the art form which engages them in the realms of art and science. Implications include fostering cultural spectacle, promoting humanistic meditation, and integrating scientific concepts into creative design, ultimately contributing to sustainability in the digital ecological environment. Contributions involve providing insights into the potential of interactive animation as an academic research tool, expanding ecological sustainability understanding, and emphasizing the role of creative arts in advancing sustainable technology.
Article
Full-text available
En este artículo se presenta el uso de video juegos multijugador que manejan actividades colaborativas como un instrumento educativo acorde con la era digital que vivimos, así como las bases que soportan dicha iniciativa. Este tipo de aplicaciones que se denomina Video Games¿Supported Collaborative Learning (vgscl), pretende obtener las ventajas que se derivan de los tres pilares sobre los cuales se apoya la utilización de estas aplicaciones: el uso de videojuegos como elemento atractivo y motivador para un amplio porcentaje de la población en edad escolar, el aprendizaje implícito de conceptos ocultos en los retos y actividades del propio videojuego, y la aplicación de técnicas de aprendizaje colaborativo que permiten a los estudiantes desarrollar sus habilidades sociales mientras aprenden y obtienen un aprendizaje más efectivo.
Article
Full-text available
Electronic sports (eSports) and other variants of ‘digital sports’ have increased in popularity all over the world and may even come to challenge hegemonic concepts of sport. More relevant than the apparent opposition between ‘physical’ and ‘non-physical’ is the question what kind of embodiment is manifested within virtual environments. In this paper, we argue that eSports do require the learning and performance of motor skills and that embodiment within a virtual environment may be considered playful or even athletic. The type of skills that might be tested can even be considered fundamental movement skills. Under appropriate educational supervision, with knowledge of the game, eSports can be utilized for the development of specific elements of digital literacy. Although motor skills are a defining characteristic of eSports, we do not argue that eSports should be integrated within PE. These arguments have not so much to do with the status of physicality present (or not), but with differences in type of interactions and possibilities for body contact. The visibility of movement behavior, of interactions and rule violations are intrinsically related to the social and pedagogical values of movement education. The direct and visible interaction between learners can be considered important pedagogical tools in PE, when the context of movement education is being understood as broader than just learning sport skills.
Article
Full-text available
There is no doubt that in what refers to the educational area, technology is producing a series of changes that will greatly affect our near future. The increase of students experiences in the new educational systems in distance learning makes possible to have information related to the students textquoteleftactivities and how these can be dealt with automatic procedures. The implementation of these analytical methods is possible through the use of powerful new technologies such as Data Mining or Big Data. Relevant information is obtained of the use made by the students of the technological tools in a Learning Management System, thus, allowing us to infer a pattern of behavior of the students, to be used in the future.
Conference Paper
Full-text available
Positive effects of using digital games to improve personal health have been studied, but it remains unclear which game design techniques are most successful at motivating and changing long-term behaviour to improve wellbeing. To inform the design of gamified and effective personal healthcare, we will develop design guidelines and tools for gameful health and wellbeing applications, personalized to the needs and challenges of each individual user.
Article
Full-text available
World Health Organization (WHO) has declared obesity as an epidemic of the XXI century after reaching global proportions. In Spain, this disease is suffered by 62% of the population leading to the emergence of new health problems. Increasing numbers of childhood obesity in the world is a direct result of changes in the lifestyles of the population. Therefore, in this paper a gamification training program for the prevention of childhood obesity based on motor games, and active videogames, developed overweight children aged 8-12 years are presented. The design of the program consisted of: group sessions in school context, individual sessions at home intended for children, plus a training healthy habits to help families. The motivation and the effectivity of the training program through the gamification have been studied. The results related to biometric variables, learning healthy habits and experience in the intervention have been highly satisfactory.
Conference Paper
Full-text available
This paper presents a review of the literature on gamification design frameworks. Gamification, understood as the use of game design elements in other contexts for the purpose of engagement, has become a hot topic in the recent years. However, there's also a cautionary tale to be extracted from Gartner's reports on the topic: many gamification-based solutions fail because, mostly, they have been created on a whim, or mixing bits and pieces from game components, without a clear and formal design process. The application of a definite design framework aims to be a path to success. Therefore, before starting the gamification of a process, it is very important to know which frameworks or methods exist and their main characteristics. The present review synthesizes the process of gamification design for a successful engagement experience. This review categorizes existing approaches and provides an assessment of their main features, which may prove invaluable to developers of gamified solutions at different levels and scopes.
Article
Full-text available
Gamification is the use of game mechanics and strategies in non-game contexts. Currently, according to various reports, is an emerging trend in many application fields, including education. Many gamification initiatives use points, badges and leaderboards as a way to motivate and incent participants to alter their behavior. Some gamified systems use analytics to measure and monitor users’ actions and social components to increase the user motivation. Most of them, fails to keep the user involved over the long term. To solve this problem, the entire gamification process should be considered from a highly personalized view. In this sense, intelligent tutoring systems (ITS) have the propriety of adaptation to the user characteristics. Moreover, ITS have been shown to improve student achievement and enhance learning, but one of the main problems found is the inappropriate use of these systems by the students, perhaps due to boredom, lack of interest or motivation and monotony. So, in this paper we present a conceptual architecture proposal for an ITS that includes gamification elements as key components of the system. Furthermore, we analyze typical gamification approaches, highlighting some issues that should be considered when designing gamification systems.
Article
This article gives a comprehensive overview of techniques for personalised hypermedia presentation. It describes the data about the computer user, the computer usage and the physical environment that can be taken into account when adapting hypermedia pages to the needs of the current user. Methods for acquiring these data, for representing them as models in formal systems and for making generalisations and predictions about the user based thereon are discussed. Different types of hypermedia adaptation to the individual user's needs are distinguished and recommendations for further research and applications given. While the focus of the article is on hypermedia adaptation for improving customer relationship management utilising the World Wide Web, many of the techniques and distinctions also apply to other types of personalised hypermedia applications within and outside the World Wide Web, like adaptive educational systems.