The impact of gamified task based instruction on academic motivation and physical autonomy in rural and urban secondary education
DOI:
https://doi.org/10.47197/retos.v80.119033Keywords:
Gamified physical education, academic athletic motivation, higher education, motor skill engagement, self-determination theory, educational sports technology, athletic learning analytics, rural versus urban athletic performance, interpersonal physical intelligenceAbstract
Introduction. Gamified task-based instruction in physical education can increase motivation and motor independence. The current study focused on the effect of gamified motor activities on motivation and technical skills of learners in the context of rural and urban secondary education.
Objective. To evaluate the effectiveness of gamified physical interventions on motivation and motor achievement.
Methodology. The semester-long experiment included 135 participants in the experimental group and 120 learners in the control group. Gamification was implemented via points, badges, leaderboards, motor levels, and storytelling incorporated in a learning management system in physical education.
Results. Gamified group achieved higher post-test scores ( , ) than controls ( , ), , , . Intrinsic motivation improved significantly ( vs. ), , , . Behavioral indicators (attendance, assignments, platform time) were also significantly higher.
Conclusions. Gamified task-based teaching increased academic motivation, independence, and motor involvement of pupils. The findings of this study can be used as an empirical justification of gamification in PE, which is important for instructional strategies and sports technology application in secondary education.
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Copyright (c) 2026 José Alexander Velásquez Ochoa, David Alberto García-Arango, Luis Fernando Garces Giraldo, Conrado Giraldo Zuluaga, Sorely Amparo García Gutiérrez, Héctor Fabian Palacios Vanegas, Rosana Alejandra Meleán Romero
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