Commitment to and behaviour towards learning is better after a gamified exergaming intervention than after traditional PE teaching¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i1small
Currency · newest study 2020 · checked against its sources 2026-10-29 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i1 Teacher-rated commitment to and behaviour towards learning was significantly better in the gamified exergaming group than in the control group. → Quintas 2020
Evidence¶
Quintas 2020¶
Quintas, A., Bustamante, J.-C., Pradas, F., & Castellar, C. (2020). Psychological effects of gamified didactics with exergames in Physical Education at primary schools: Results from a natural experiment. Computers & Education, 152, 103874. doi:10.1016/j.compedu.2020.103874
q2 · i1 · causal · r2
The teacher's ratings on a 1-5 scale of each student's commitment and behaviour throughout the treatment, compared between the gamified exergaming and control groups. The article reports a significant between-group difference with ηp2=.042; it does not label the size, which is below the conventional .06 benchmark for a medium η², so it is coded small here. The article states commitment was better in the gamified exergaming intervention.
"A significant difference between groups was found in commitment to and behaviour towards learning (t(407)=-4,2, p=.000, ηp2=.042). Commitment to and behaviour towards learning was better in the gamified exergaming intervention increased than in the non-gamified and non-exergaming intervention."
Discussion¶
Related Claims¶
- A gamified exergaming intervention improves basic psychological needs in primary-school PE compared with a traditional didactic intervention — related
- Gamified exergaming shows no intrinsic-motivation harm: intrinsic motivation and amotivation changed adversely only in the control group, and external regulation fell only in the experimental group — related
- Gamification has small positive effects on cognitive, motivational and behavioral learning outcomes — a broader claim this one bears on
- Classroom physical activity increases children's on-task behaviour, with no consistent gain on attention or other cognitive tests — related
- Rhythmic motor skill academic performance is better after a gamified exergaming intervention than after traditional PE teaching — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
gamified-exergaming-better-commitment-behaviour-learning |
title |
Commitment to and behaviour towards learning is better after a gamified exergaming intervention than after traditional PE teaching |
description |
Commitment to and behaviour towards learning is better after a gamified exergaming intervention than after traditional PE teaching |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
source_checked |
2026-10-29 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — quintas-2020 |
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