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...
| Authors: | ; ; ; ; |
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| Format: | Article |
| Status: | Published version |
| Publication date: | 2025 |
| Country: | España |
| Institution: | Universidad de Sevilla (US) |
| Repository: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/179104 |
| Online Access: | https://hdl.handle.net/11441/179104 http://doi.org/10.12800/ccd.v20i65.2446 |
| Access Level: | Open access |
| Keyword: | Gamification Higher education Cooperative learning Physical education teacher training Pedagogical models. |
| _version_ | 1878740677788958720 |
|---|---|
| author | Moral Garcia, José Enrique |
| author2 | Flores Aguilar, Gonzalo Oviedo Caro, Miguel Ángel Saiz González , Pablo Fernández Río, Javier |
| author2_role | author author author author |
| author_browse | Fernández Río, Javier Flores Aguilar, Gonzalo Moral Garcia, José Enrique Oviedo Caro, Miguel Ángel Saiz González , Pablo |
| author_facet | Moral Garcia, José Enrique Flores Aguilar, Gonzalo Oviedo Caro, Miguel Ángel Saiz González , Pablo Fernández Río, Javier |
| author_role | author |
| collection | idUS. Depósito de Investigación de la Universidad de Sevilla |
| 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 |
| eu_rights_str_mv | openAccess |
| format | article |
| id | ES_d765f00a2de5c11523eaf5987f6b1074 |
| institution | Universidad de Sevilla (US) |
| instname_str | Universidad de Sevilla (US) |
| network_acronym_str | ES |
| network_name_str | España |
| oai_identifier_str | oai:idus.us.es:11441/179104 |
| publishDate | 2025 |
| publishDateSort | 2025 |
| publisher | Universidad Católica de Murcia |
| publisherStr | Universidad Católica de Murcia |
| reponame_str | idUS. Depósito de Investigación de la Universidad de Sevilla |
| spelling | 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 Moral Garcia, José Enrique Flores Aguilar, Gonzalo Oviedo Caro, Miguel Ángel Saiz González , Pablo Fernández Río, Javier Gamification Higher education Cooperative learning Physical education teacher training Pedagogical 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 students Universidad Católica de Murcia https://hdl.handle.net/11441/179104 http://doi.org/10.12800/ccd.v20i65.2446 |
| 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. |
| status_str | publishedVersion |
| title | 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_short | Effects of gamification and cooperative learning in physical education teacher training |
| title_sort | Effects of gamification and cooperative learning in physical education teacher training |
| topic | Gamification Higher education Cooperative learning Physical education teacher training Pedagogical models. |
| topic_facet | Gamification Higher education Cooperative learning Physical education teacher training Pedagogical models. |
| url | https://hdl.handle.net/11441/179104 http://doi.org/10.12800/ccd.v20i65.2446 |