Gamification and motivation in adolescents. Systematic review from Physical Education

Abstract

Introduction: Physical Education plays a crucial role in adolescent health, but motivation remains a challenge as participation declines during this stage. Gamification, which integrates game elements into learning, has gained attention as a methodology to enhance it. However, its effectiveness in Physical Education requires further exploration. Methods: This systematic review followed PRISMA guidelines. A search was conducted in Dialnet, PubMed, ERIC, Scopus, and Web of Science for studies published between 2015 and January 2025. Research focusing on gamification and motivation in secondary and high school Physical Education was selected based on predefined criteria. The methodological quality was assessed using the PEDro scale. Results: A total of 19 studies met the inclusion criteria. The findings indicate that gamification enhances motivation in Physical Education, whether applied independently or combined with other methodologies. Additional benefits include improved autonomy, social skills, and classroom atmosphere. However, its impact on academic performance and motor skill development remains inconclusive. One study reported potential drawbacks when gamification neglects affective-motivational skills. Discussion: Gamification appears to be an effective tool for increasing motivation in Physical Education. However, methodological inconsistencies limit the generalizability of results. Future research should include control groups, clearer methodologies, and long-term evaluations to assess its sustained impact.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 28 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.