A gamified exergaming intervention improves the time transformation and autotelic experience flow dimensions, but not overall dispositional flow¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q2 · i1–i2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Time transformation significantly increased in the experimental group and significantly reduced in the control group with time. → Quintas 2020 q2 i1 The control group's autotelic experience significantly reduced with time, while it did not significantly increase in the experimental group. → Quintas 2020 (2) q2 i? No interaction effect or main effects were found on overall dispositional flow. → Quintas 2020 (3)

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. https://doi.org/10.1016/j.compedu.2020.103874

q2 · i2 · causal · r2

Simple ANOVA follow-up of the Time x Treatment interaction on the time transformation dimension of the Dispositional Flow Scale-2, showing significant reduction in the control group with η p2=.046 and significant increase in the experimental group with η p2=.053 (medium effects).

"Specifically, the time transformation of the control group significantly reduced with time (F(1)=8,28, p=.005, η p2=.046), while it significantly increased in the experimental group (F(1)=12.02, p=.001, η p2=.053)."

Quintas 2020 (2)¶

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. https://doi.org/10.1016/j.compedu.2020.103874

q2 · i1 · causal · r2

Simple ANOVA follow-up on the autotelic experience dimension, part of the reported Time x Treatment interaction on autotelic experience (F(1)=12.83, p=.000, ηp2=.033, a small effect), showing reduction only in the control group.

"Specifically, t he control group 's autotelic experience significantly reduced wi th time (F(1)=9.16, p=.003, η p2=.051), but it did no t significantly increase in the experimental group."

Quintas 2020 (3)¶

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. https://doi.org/10.1016/j.compedu.2020.103874

q2 · i? · causal · r2

Factorial ANOVA on total dispositional flow scores in the same natural experiment; the article reports no interaction effect or main effects, so H4 was not supported. Equivalence was not tested.

"H4 predicted than with time, the gamified exergaming intervention would improve dispositional flow in students more than the non-gamified and non-exergaming intervention. No interaction effect or main effects on dispositional flow took place."

Discussion¶

Related Claims¶

• Rhythmic motor skill academic performance is better after a gamified exergaming intervention than after traditional PE teaching — related
• Both groups reported overall flow significantly above the scale median, but the experimental group was significantly above the median in action-awareness merging and time distortion while the control group was not — related
• No significant between-group difference was found in overall flow status, flow antecedents, or flow experience — related
• 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