Gamification in physical education teacher education. Effects on psychological health and personal well-being from a motivational perspective

Abstract

The aim of this study was to assess the impact of gamification on psychological health and personal well-being in Physical Education Teacher Education from a motivational perspective. A total of 125 students, 22.8 ± 2.56 years, enrolled in two class groups at a university in Spain were divided into an experimental group, which experienced gamification, and a comparison group, which experienced a traditional approach. The study followed a quasi-experimental, pre-test-post-test design (18 wk). Participants’ perceived autonomy support, basic psychological needs, and 3x2 achievement goals were assessed. Only the gamified program produced a significant increase in perceived autonomy- support and students’ autonomy, while their other-approach and other-avoidance achievement goals significantly decreased. Participants found gamification an autonomy-supportive framework that increased personal autonomy. It helped decrease interpersonal comparison. Given these results, it could be said that gamification could contribute to improving levels of psychological health and personal well-being among participants.