THE INFLUENCE OF GAMIFICATION ON THE TYPE OF STUDENT MOTIVATION IN PHYSICAL EDUCATION

Play is a fundamental activity within socialization processes and serves as an intrinsic component of culture. It also functions as an educational resource underpinning two pedagogical methodologies: gamification and game-based learning. Although these terms have often been used interchangeably, they differ significantly in both characteristics and objectives. This study aimed to examine the impact of a gamified educational intervention, implemented over an entire academic year, on students’ motivational profiles. A quantitative quasi-experimental pre-post design was employed. The Behavioral Regulation in Exercise Questionnaire-3 (BREQ-3) was used to assess changes in students’ levels of self-determined motivation. Participants included 224 students (121 girls and 103 boys) from seven 1st-year Baccalaureate and five 4th-year ESO classes. The core gamification element involved a collective scoreboard in Physical Education, where students earned points cooperatively. Results from the Wilcoxon test indicated a statistically significant improvement in introjected regulation (p = .002) with a small effect size (d =-0.321). The findings suggest that gamification primarily enhances extrinsic forms of motivation among students.