Effect of a Gamified Cooperative Exergaming Program on Motivation, Physical Activity, and Sedentary Behavior in Primary School Physical Education: A Cluster Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 176
- 试验地点
- 1
- 主要终点
- Motivation Toward Physical Education
研究概览
简要总结
This study evaluates the effects of an 8-week gamified cooperative exergaming program implemented during regular physical education lessons in primary school children. Participants were assigned by classroom to either an experimental group, which completed "The Movement League" program integrating dance-based exergames, cooperative learning, and gamification, or a control group, which received conventional physical education. The study aims to determine whether this multicomponent intervention improves motivation toward physical education, increases habitual physical activity, and reduces sedentary behavior compared with standard physical education.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 8 Years 至 12 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Children aged 8 to 12 years.
- •Enrolled in grades 3 to 6 of primary school.
- •Able to participate safely in regular physical education classes.
- •Written informed consent provided by a parent or legal guardian.
- •Verbal assent provided by the participant.
排除标准
- •Physical pathology or medical contraindication preventing safe participation in physical activity.
- •Formal diagnosis of severe learning difficulties or developmental disorders.
- •Failure to complete the outcome assessments at both baseline and post-intervention.
- •Attendance at fewer than 14 of the 16 intervention sessions (less than 85% adherence).
研究组 & 干预措施
Gamified Cooperative Exergaming Program (The Movement League)
Participants received an 8-week gamified cooperative exergaming program ("The Movement League") delivered during regular physical education lessons (two 50-minute sessions per week). The intervention integrated dance-based exergames, cooperative learning, gamification, and symbolic rewards to promote motivation, physical activity, and reduce sedentary behavior.
干预措施: Gamified Cooperative Exergaming Program (Behavioral)
Conventional Physical Education
Participants received the school's standard physical education curriculum for 8 weeks (two 50-minute sessions per week), using conventional teaching methods and activities without exergames, gamification, or structured cooperative learning components.
干预措施: Conventional Physical Education (Other)
结局指标
主要结局
Motivation Toward Physical Education
时间窗: Baseline and immediately after the 8-week intervention
Change in motivation toward physical education measured using the Perceived Locus of Causality Scale-2 (PLOC-2). The PLOC-2 assesses intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation. Each subscale score ranges from 1 to 7, with higher scores indicating higher levels of the corresponding motivational regulation.
Habitual Physical Activity
时间窗: Baseline and immediately after the 8-week intervention
Change in habitual physical activity measured using the Physical Activity Questionnaire for Older Children (PAQ-C). The PAQ-C provides an overall activity score ranging from 1 to 5, with higher scores indicating higher habitual physical activity levels.
Sedentary Behavior
时间窗: Baseline and immediately after the 8-week intervention
Change in sedentary behavior measured using the Adolescent Sedentary Activity Questionnaire (ASAQ). The ASAQ estimates the time spent in sedentary activities, reported in minutes (or hours) per day. Higher values indicate greater sedentary behavior (worse outcome).
次要结局
未报告次要终点
研究者
Agustín Aibar Almazán
Principal Investigator
University of Jaén