Gamification to engage healthy habits in socially deprived secondary school students

  1. Rodríguez-Ferrer, José M. 1
  2. Ana Manzano León 1
  3. Pedro Tadeu 2
  4. Rubén Camacho-Sánchez 3
  5. Aguilar-Parra, José M. 1
  1. 1 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

  2. 2 Instituto Politécnico da Guarda
    info

    Instituto Politécnico da Guarda

    Guarda, Portugal

    ROR https://ror.org/02463v873

  3. 3 Universitat de Lleida
    info

    Universitat de Lleida

    Lleida, España

    ROR https://ror.org/050c3cw24

Mostrar afiliaciones +
Revista:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Año de publicación: 2024

Número: 53

Páginas: 539-546

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Retos: nuevas tendencias en educación física, deporte y recreación

Resumen

El estilo de vida sedentario, los hábitos alimentarios poco saludables y el abuso de sustancias son cada vez más prevalentes entre los adolescentes, lo que requiere intervenciones efectivas dentro de los entornos educativos. Este estudio tuvo como objetivo evaluar la efectividad de una intervención gamificada de quince semanas para promover hábitos saludables entre 314 estudiantes de secundaria que residen en áreas socialmente desfavorecidas. El enfoque gamificado PBL (Puntos-Insignias y Tabla de clasificación) ofrece una estrategia prometedora para involucrar a los estudiantes, mejorar sus conocimientos e influir en sus conductas de actividad física, nutrición y consumo de sustancias. Empleando un diseño de prueba pre-post con un grupo de control, los datos se recopilaron a través de cuestionarios Kimed e IPAQ que evaluaban los hábitos de los participantes. Los resultados revelaron diferencias estadísticamente significativas entre las puntuaciones previas y posteriores a la prueba en el grupo experimental y diferencias significativas a favor del grupo experimental. Los estudiantes participantes mostraron una mejor actividad física y nutrición, junto con una reducción en las conductas de consumo de sustancias nocivas. Estos hallazgos sugieren que la intervención gamificada de ABP es prometedora para promover hábitos más saludables entre los estudiantes de secundaria, específicamente en áreas socialmente desfavorecidas, enfatizando la importancia de integrar tales intervenciones en los planes de estudio educativos.

Referencias bibliográficas

  • Aleksic-Maslac, K., Sinkovic, B., & Vranesic, P. (2017). Influence of gamification on student engagement in education. International Journal of Education and Learning Systems, 2.
  • Altavilla, C., & Caballero-Pérez, P. (2019). An update of the KIDMED questionnaire, a Mediterranean Diet Quality Index in children and adolescents. Public Health Nutrition, 22(14), 2543-2547. https://doi.org/10.1017/s1368980019001058
  • Arufe-Giráldez, V., Sanmiguel-Rodríguez, A., Ramos-Álvarez, O., & Navarro-Patón, R. (2022). Gamification in physical education: a systematic review. Education Sciences, 12(8), 540. https://doi.org/10.3390/educsci12080540
  • Beemer, L. R., Ajibewa, T. A., DellaVecchia, G., & Hasson, R. E. (2019). A Pilot Intervention Using Gamification to Enhance Student Participation in Classroom Activity Breaks. International Journal of Environmental Research and Public Health, 16(21), 4082. https://doi.org/10.3390/ijerph16214082
  • Blok, A. C., Sadasivam, R. S., Amante, D. J., Kamberi, A., Flahive, J., Morley, J., Conigliaro, J., & Houston, T. K. (2019). Gamification to motivate the unmotivated smoker: The “Take a Break” digital health intervention. Games for Health Journal, 8(4), 275-284. https://doi.org/10.1089/g4h.2018.0076
  • Camacho-Sánchez, R., Manzano-León, A., Rodríguez-Ferrer, J. M., Serna, J., & Lavega-Burgués, P. (2023). Game-based learning and gamification in physical education: a systematic review. Education Sciences, 13(2), 183. https://doi.org/10.3390/educsci13020183
  • Chang, J. T., Anic, G. M., Rostron, B. L., Tanwar, M., & Chang, C. M. (2021). Cigarette smoking reduction and health risks: a systematic review and meta-analysis. Nicotine and Tobacco Research, 23(4), 635-642. https://doi.org/10.1093/ntr/ntaa156
  • Cleo, G., Isenring, E., Thomas, R., & Glasziou, P. (2017). Could habits hold the key to weight loss maintenance? A narrative review. Journal of Human Nutrition and Dietetics, 30(5), 655-664. https://doi.org/10.1111/jhn.12456
  • Csikszentmihalyi, M., & Larson, R. (2014). Flow and the foundations of positive psychology (Vol. 10). Springer.
  • Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. Handbook of Theories of Social Psychology, 1(20), 416-436.
  • Del Río, N. G., González-González, C. S., Martín-González, R., Navarro-Adelantado, V., Toledo-Delgado, P., & García-Peñalvo, F. (2019). Effects of a Gamified Educational Program in the Nutrition of Children with Obesity. Journal of Medical Systems, 43(7), 198. https://doi.org/10.1007/s10916-019-1293-6
  • Díez Bermejo, A., Rodríguez Suárez, I., Álvarez del Valle, L., Córdoba Hernández, R., Sánchez-Toscano, G., & Her-nández Aja, A. (2020). La Estrategia Regional Andaluza para la Cohesión e Inclusión Social. Intervención en Zonas Desfavorecidas (ERACIS). Ciudad y Territorio Estudios Territoriales, 159-178.
  • Fielding-Singh, P. (2019). You're worth what you eat: Adolescent beliefs about healthy eating, morality and socioeco-nomic status. Social Science & Medicine, 220, 41-48. https://doi.org/10.1016/j.socscimed.2018.10.022
  • Galimov, A., Hanewinkel, R., Hansen, J., Unger, J. B., Sussman, S., & Morgenstern, M. (2019). Energy drink con-sumption among German adolescents: Prevalence, correlates, and predictors of initiation. Appetite, 139, 172-179. https://doi.org/10.1016/j.appet.2019.04.016
  • García Ordóñez, E., & Fernández Lorenzo, G. (2022). Intervención educativa mediante una propuesta de gamificación para mejorar la adhesión a la dieta mediterránea en estudiantes gallegos de primaria (Educational intervention through a gamification proposal to improve adherence to the Mediterranean diet in. Retos, 44, 128–135. https://doi.org/10.47197/retos.v44i0.90142
  • Gopalan, M., Rosinger, K., & Ahn, J. B. (2020). Use of quasi-experimental research designs in education research: Growth, promise, and challenges. Review of Research in Education, 44(1), 218-243. https://doi.org/10.3102/0091732X20903302
  • Hickie, I. B., Scott, E. M., Cross, S. P., Iorfino, F., Davenport, T. A., Guastella, A. J., Naismith, S. L., Carpenter, J. S., Rohleder, C., Crouse, J. J., Hermens, D. F., Koethe, D., Markus Leweke, F., Tickell, A. M., Sawrikar, V., & Scott, J. (2019). Right care, first time: a highly personalised and measurement-based care model to manage youth mental health. Medical Journal of Australia, 211(S9), 3-46. https://doi.org/10.5694/mja2.50383
  • Johnson, D., Deterding, S., Kuhn, K. A., Staneva, A., Stoyanov, S., & Hides, L. (2016). Gamification for health and wellbeing: A systematic review of the literature. Internet Interventions, 6, 89-106. https://doi.org/10.1016/j.invent.2016.10.002
  • Kapp, K. M. (2013). The gamification of learning and instruction fieldbook: Ideas into practice. John Wiley & Sons.
  • Karimi, S., & Sotoodeh, B. (2020). The mediating role of intrinsic motivation in the relationship between basic psycho-logical needs satisfaction and academic engagement in agriculture students. Teaching in Higher Education, 25(8), 959-975. https://doi.org/10.1080/13562517.2019.1623775
  • Krath, J., Schürmann, L., & von Korflesch, H. F. O. (2021). Revealing the theoretical basis of gamification: A system-atic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963. https://doi.org/10.1016/j.chb.2021.106963
  • Lee, Y., & Lee, K.-S. (2019). Relationship between unhealthy weight control behaviors and substance use patterns among Korean adolescents: results from the 2017 national youth risk behavior survey. Public Health, 174, 56-64. https://doi.org/10.1016/j.puhe.2019.06.005
  • Mantilla Toloza, S. C., & Gómez-Conesa, A. (2007). El Cuestionario Internacional de Actividad Física. Un instrumen-to adecuado en el seguimiento de la actividad física poblacional. Revista Iberoamericana de Fisioterapia y Kinesiología, 10(1), 48-52. https://doi.org/10.1016/S1138-6045(07)73665-1
  • Manzano-León, A., Rodríguez-Ferrer, J. M., Aguilar-Parra, J. M., & Salavera, C. (2022). The Legends of Elendor: Educational Gamification as an Influential Factor in Academic Flow and Academic Performance in Socially De-pressed Communities. Education Sciences, 13(1), 8. https://doi.org/10.3390/educsci13010008
  • Manzano-León, A., Rodríguez-Ferrer, J. M., Aguilar-Parra, J. M., Trigueros, R., del Pilar Díaz-López, M. P., Torres-López, N., & Fernández-Jiménez, C. (2021). Testing the Factorial Validity of the Classroom Engagement Inventory with Spanish Students. Psychology Research and Behavior Management, 1011-1018. https://doi.org/10.2147/prbm.s316048
  • Marczewski, A. (2015). Even Ninja Monkeys like to play. Gamified UK.
  • Moreno-Guerrero, A.-J., Parra-González, M.-E., López-Belmonte, J., & Segura Robles, A. (2022). Innovando en educación nutricional: Aplicación de la gamificación y recursos digitales en estudiantes de secundaria (Innovating in Nutrition Education: Application of Gamification and Digital Resources in High School Students). Retos, 43, 438–446. https://doi.org/10.47197/retos.v43i0.87569
  • Ntoumanis, N. (2001). A self‐determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71(2), 225-242. https://doi.org/10.1348/000709901158497
  • Ofosu-Ampong, K. (2020). The shift to gamification in education: A review on dominant issues. Journal of Educational Technology Systems, 49(1), 113-137. https://doi.org/10.1177/0047239520917629
  • Oliveira, W., Hamari, J., Joaquim, S., Toda, A. M., Palomino, P. T., Vassileva, J., & Isotani, S. (2022). The effects of personalized gamification on students’ flow experience, motivation, and enjoyment. Smart Learning Environments, 9(1), 16. https://doi.org/10.1186/s40561-022-00194-x
  • Organization, W. H. (2020). Life skills education school handbook: prevention of noncommunicable diseases: approaches for schools. Retrieved from: https://iris.who.int/bitstream/handle/10665/331947/9789240005020-eng.pdf?sequence=1
  • Overbeek, D. L., Kass, A. P., Chiel, L. E., Boyer, E. W., & Casey, A. M. H. (2020). A review of toxic effects of elec-tronic cigarettes/vaping in adolescents and young adults. Critical Reviews in Toxicology, 50(6), 531-538. https://doi.org/10.1080/10408444.2020.1794443
  • Palmer, R. C., Ismond, D., Rodriquez, E. J., & Kaufman, J. S. (2019). Social Determinants of Health: Future Direc-tions for Health Disparities Research. American Journal of Public Health, 109(1), 70-71. https://doi.org/10.2105/ajph.2019.304964
  • Pérez-López, I. J., Rivera García, E., & Delgado-Fernández, M. (2017). Mejora de hábitos de vida saludables en alumnos universitarios mediante una propuesta de gamificación. Nutricion Hospitalaria, 34(4), 942-951.
  • Pickett, K. E., & Pearl, M. (2001). Multilevel analyses of neighbourhood socioeconomic context and health out-comes: a critical review. Journal of Epidemiology and Community Health, 55(2), 111. https://doi.org/10.1136/jech.55.2.111
  • Rheinberg, F., & Engeser, S. (2018). Intrinsic motivation and flow. Motivation and Action, 579-622. http://dx.doi.org/10.1007/978-3-319-65094-4_14
  • Ryan, R. M., & Deci, E. L. (2022). Self-determination theory. In Encyclopedia of quality of life and well-being research (pp. 1-7). Springer.
  • Salamanca, E. M., Arribas, J. C. M., Lorenzo, V. M., Benito, M. Á. R., & Fraile-García, J. (2020). La gamificación como herramienta motivacional para fomentar una actividad física saludable: ejemplificación de una propuesta en educación física. EmásF: Revista Digital de Educación Física(64), 30-45.
  • Sevilla-Sanchez, M., Dopico Calvo, X., Morales, J., Iglesias-Soler, E., Fariñas, J., & Carballeira, E. (2023). La gamifi-cación en educación física: efectos sobre la motivación y el aprendizaje (Gamification in Physical Education: Eva-luation of impact on motivation and motor learning). Retos, 47, 87–95. https://doi.org/10.47197/retos.v47.94686
  • Silva, R. M. A., Andrade, A. C. d. S., Caiaffa, W. T., Medeiros, D. S. d., & Bezerra, V. M. (2020). National Adoles-cent School-based Health Survey-PeNSE 2015: sedentary behavior and its correlates. PLoS ONE, 15(1), e0228373. https://doi.org/10.1371/journal.pone.0228373
  • Soriano-Pascual, M., Ferriz-Valero, A., García-Martínez, S., & Baena-Morales, S. (2022). Gamification as a Pedagog-ical Model to Increase Motivation and Decrease Disruptive Behaviour in Physical Education. Children, 9(12), 1931. https://doi.org/10.3390/children9121931
  • Stang, J. S., & Stotmeister, B. (2017). Nutrition in Adolescence. In N. J. Temple, T. Wilson, & G. A. Bray (Eds.), Nu-trition Guide for Physicians and Related Healthcare Professionals (pp. 29-39). Springer International Publishing. https://doi.org/10.1007/978-3-319-49929-1_4
  • Subramaniam, P. R. (2009). Motivational Effects of Interest on Student Engagement and Learning in Physical Educa-tion: A Review. International Journal of Physical Education, 46(2), 11-16.
  • Suleiman-Martos, N., García-Lara, R. A., Martos-Cabrera, M. B., Albendín-García, L., Romero-Béjar, J. L., Caña-das-De la Fuente, G. A., & Gómez-Urquiza, J. L. (2021). Gamification for the Improvement of Diet, Nutritional Habits, and Body Composition in Children and Adolescents: A Systematic Review and Meta-Analysis. Nutrients, 13(7), 2478. https://doi.org/10.3390/nu13072478
  • Tupas, F. P., & Agreda, M. I. V. (2020). How to stop before it starts: The case of an anti-smoking campaign for high schools in the Philippines. Journal of Educational and Social Research, 10(3), 85. https://doi.org/10.36941/jesr-2020-0048
  • Xu, T., Tomokawa, S., Gregorio, E. R., Jr., Mannava, P., Nagai, M., & Sobel, H. (2020). School-based interventions to promote adolescent health: A systematic review in lowand middle-income countries of WHO Western Pacific Region. PLoS ONE, 15(3), e0230046. https://doi.org/10.1371/journal.pone.0230046
  • Yoshida-Montezuma, Y., Ahmed, M., & Ezezika, O. (2020). Does gamification improve fruit and vegetable intake in adolescents? a systematic review. Nutrition and Health, 26(4), 347-366. https://doi.org/10.1177/0260106020936143
Fuente de los datos: Dialnet