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Enhancements on cognitive performance and academic achievement in adolescents through the hybridization of an instructional model with gamification in Physical Education

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dc.contributor.authorMelero, D.
dc.contributor.authorNavarro Ardoy, D.
dc.contributor.authorMorales Baños, Vicente
dc.contributor.authorManzano Sánchez, David
dc.contributor.authorValero Valenzuela, Alfonso
dc.contributor.departmentActividad Física y Deporte
dc.date.accessioned2021-07-15T22:17:36Z
dc.date.available2021-07-15T22:17:36Z
dc.description©<2021>. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by /4.0/ This document is the Published Manuscript version of a Published Work that appeared in final form in [Sustainability]. To access the final edited and published work see[https://doi.org/10.3390/su13115966]
dc.description.abstractAn educational physical education (PE) hybridization program based on the personal and social responsibility model and gamification strategies was used in order to explore the effect on cognitive performance and academic achievement. A 9-month group-randomized controlled trial was conducted, with 150 participants (age: 14.63 ± 1.38) allocated into the control group (CG, n = 37) and experimental group (EG, n = 113). Inhibition, verbal fluency, planning, and academic achievement were assessed. Significant differences were observed in the post-test for cognitive inhibition, verbal fluency (named animals), and the mean of both verbal fluency tasks in favor of the EG. With regard to the intervention, verbal fluency (named animals), verbal fluency (named vegetables), the mean of both verbal fluency tasks, cognitive inhibition, language, the average of all subjects, the average of all subjects except PE, and the average from the core subjects increased significantly in the EG. Values for the last five variables (academic variables and cognitive inhibition) in addition to mathematics also increased in the CG. This study contributes to the current knowledge by suggesting that both methodologies produced improvements in the measured variables, but the use of the hybridization resulted in improvements in cognitive performance, specifically with regard to cognitive inhibition and verbal fluency
dc.formatapplication/pdfes
dc.format.extent14
dc.identifier.citation5966
dc.identifier.citation13
dc.identifier.citationSustainability
dc.identifier.citationhttps://www.mdpi.com/journal/sustainability
dc.identifier.doihttps://doi.org/10.3390/su13115966
dc.identifier.issn2071-1050
dc.identifier.urihttp://hdl.handle.net/10201/110953
dc.languageenges
dc.relation.isreferencedbyED_IDENTRADA=955
dc.rightsinfo:eu-repo/semantics/openAccess*
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectphysical activityes
dc.subjectactivelearninges
dc.subjectcognitive functionses
dc.subjectmental healthes
dc.subjectmodel-based learninges
dc.titleEnhancements on cognitive performance and academic achievement in adolescents through the hybridization of an instructional model with gamification in Physical Educationes
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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relation.isAuthorOfPublication5ad22ec6-9c74-4821-98c5-eb6ccc0f61d9
relation.isAuthorOfPublicatione0fc7d02-327a-40e9-ac2a-42b1e0ca218b
relation.isAuthorOfPublication.latestForDiscovery66fa353c-85f6-440c-b670-12ca7ba2bfbe
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