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¶

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

Subclaims¶

q2 i1 The control group displayed less intrinsic motivation with time, while the experimental group did not change significantly. → Quintas 2020 q2 i1 External regulation significantly decreased in the experimental group with time and increased non-significantly in the control group. → Quintas 2020 (2) q2 i1 Amotivation increased in the control group with time but not in the experimental group. → 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 · i1 · causal · r2

Simple ANOVA follow-up on intrinsic motivation (PLOC scale) within each treatment group of the natural experiment; the control group declined significantly with η p2=.033 (a small effect) while the experimental group did not change significantly.

"Performing a more specific analysis in each group using simple ANOVA (Post-pre) showed that the control group displayed less intrinsic motivation with time (F(1)=4.22, p=.042, η p2=.033). The experimental group did not significantly d isplay intrinsic motivation (F(1)=.54, p=.461, η p2=.003)."

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 external regulation; the hypothesised increase in external regulation under gamification (H2) was not supported because it decreased significantly in the experimental group with ηp2=.032 (a small effect).

"external regulation significantly decreased in the experimental group with time (F(1)=6.21, p=.014, ηp2=.032), and it increased in the control group, but not significantly (F(1)=.375, p=.541, η p2=.003)."

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 · i1 · causal · r2

Simple ANOVA follow-up on amotivation within each group; the article reports amotivation rose significantly in the control group with ηp2=.025 (a small effect) but not in the experimental group, so H3 was not supported as an interaction effect.

"Specifically, the control group displayed increased amotivation with time (F(1)=8.32, p=.004, ηp2=.025), but the experimental group did not (F(1)=2.76, p=.014, η p2=.014)."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Commitment to and behaviour towards learning is better after a gamified exergaming intervention than after traditional PE teaching — related
• Rhythmic motor skill academic performance is better after a gamified exergaming intervention than after traditional PE teaching — related
• A gamified exergaming intervention improves basic psychological needs in primary-school PE compared with a traditional didactic intervention — related
• A gamified exergaming intervention improves the time transformation and autotelic experience flow dimensions, but not overall dispositional flow — related
• Psychological needs correlate more strongly with more self-determined motivation types, from intrinsic motivation down to near-zero with external regulation — related