Gamified Digital Game-Based Learning as a Pedagogical Strategy: Student Academic Performance and Motivation

Digital game-based learning (DGBL) and Gamification are emerging methodological strategies in education. This research aims to analyze the effects on academic performance and motivation after an experience combining DGBL and Gamification in university students. The sample comprises 126 students, of whom 38 were in the experimental group. Three measurement instruments have been used: an evaluative test to measure academic performance, the Questionnaire on Motivation for Cooperative Playful Learning Strategies (CMELAC) and a questionnaire with three open-ended questions, which complement the measurement of motivation. This analysis is conducted using independent sample t-tests. We undertook a Bonferroni adjustment to the alpha level (new p = 0.017). The results show significant differences in academic performance between the control and experimental groups. Motivation shows high values among all participants. No significant differences were found between the two experimental subgroups when the competition was added to the dynamics. In conclusion, the results of the present study support the gamified DGBL method as an exciting teaching tool that corresponds to students’ active learning and provide valuable immediate feedback on students’ attempts, improvements in academic performance and a high level of motivation

Entrevista a Pere Lavega, heredero de la excelencia intelectual de Pierre Parlebas

En la entrevista, los autores intentan dar a conocer la vida académica e investigadora de uno de los más importantes discípulos de Pierre Parlebas. Relata sus inicios y posterior profundización en el conocimiento de la praxiología motriz. Su trayectoria investigadora se inicia vinculada inicialmente a los juegos deportivos tradicionales (JDT) y a la etnomotricidad. Actualmente dirige el Grupo de investigación en Acción Motriz (GIAM), con importantes vínculos con Brasil. El grupo se rige por los principios de trabajo en equipo, la praxiología motriz, como fundamentación teórica y la investigación aplicada. Actualmente la línea de investigación intenta aportar evidencias científicas de los efectos de los juegos deportivos sobre las conductas motrices, desde distintas dimensiones de la personalidad. Finalmente destacar que actualmente es presidente de la Asociación Europea de Juegos y Deportes Tradicionales, cargo desde el cual promueve acciones internacionales en red

From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games

The education of pleasant interpersonal relationships is one of the great challenges of modern physical education. Learning to live together sustainably is also learning to transform conflicts and the negative emotions elicited by them. The aim of this study was to determine the effect of the GIAM pedagogical model (of the Motor Action Research Group) through cooperation-opposition traditional sporting games with competition in the presence of motor conflicts (conflict transformation; relational well-being) and on emotional regulation (management of negative emotions; emotional well-being). Empirical research was carried out using an associative strategy (explanatory study) involving 222 secondary school students (Mage = 14.86; SD = 0.65). A seven-session pedagogical intervention was carried out based on a championship using the Marro (Prisoner's Bar) game. The students answered two validated questionnaires of socio-emotional well-being, the Games and Emotions Scale (GES-II) and the Motor Conflict Questionnaire (MCQ), at three phases during the experience (beginning, middle, and end). The findings showed that, through the GIAM model, motor conflicts and the intensity of negative emotions were reduced. It was found that conflicts and negative emotions are part of the same phenomenon and that through an appropriate pedagogical program it is possible to turn them into experiences of socio-emotional well-being.This research was funded by Institut Nacional d’Educació Física de Catalunya (INEFC), Universitat de Barcelona (UB), through the 2016 PINEF 00016 project

The Transformation of Conflicts into Relational Well-Being in Physical Education: GIAM Model

To educate the relational well-being in order to learn to live together in society is one of the main needs of modern physical education (PE). Teachers are in need of pedagogical models to instruct peaceful coexistence and transform possible conflicts into PE. The goal of this study was to determine the effect of a pedagogical model (GIAM model) designed for conflict transformation on the relational well-being of students in obligatory secondary school (ESO in Spain). This study was an empirical research (associative strategy, comparative study using mixed methods). A number of 287 valid students (M = 14.90; SD = 0.66) participated in this study from 4 different secondary schools (SSs): third ESO (SS1 (n = 75); SS3 (n = 45); SS4 (n = 86)) and fourth ESO (SS2 (n = 81)). A sequence of seven learning sessions was conducted, the intervention of the teachers on the GIAM model and the student’s motivational climate perception caused by this learning sequence was analyzed. The teachers who best adapted their intervention to the GIAM model obtained greater significant changes (p < 0.005) in favor of the relational well-being of their students. This research provides scientific evidence and intervention strategies for students to learn how to transform the conflicts, adopting a collaborating style based on reflection-for, -in- and on-motor action

Effect of ball screen and one-on-one on the level of opposition and effectiveness of shots in the ACB

In light of the importance of shots on the final result in basketball matches, this research aims to reveal the predictive ability of variables associated with different game actions (ball screen, one-on-one near the basket and one-on-one far away from the basket), shot zone (near to or far from the basket) and players' position (outside or inside) of the success of shots and of the type of shot, defended or not defended, in three seasons (2014 to 2016) of the Copa del Rey in the ACB (Asociación de Clubes de Baloncesto) League in Spain. Observational methodology was used, and an ad hoc instrument was created using Lince software. The study was conducted on a total of 7695 game actions, of which an analysis of 877 shots was made using CHAID (Chi-squared Automatic Interaction Detection) classification trees. The results obtained in this research have led us to the following conclusions: (a) the most important variable in the success of shots is to find "open shots", regardless of the game action, (b) one-on-one actions outside and inside the zone have a clear connection to the finishes of the plays and end up in defended shots, (c) shots by ball screen lead to more open shots than in one-on-one and (d) play with passes may facilitate to find "open shots". These results can be of interest for coaches to prepare their teams in the best possible way, but they must be interpreted with caution as the sample was very specific (Copa del Rey in the ACB League) and, therefore, it is necessary to continue investigating this topic in other competition contexts

Modelo GIAM: transformar conflictos en relaciones de bienestar socioemocional en Educación Física

El professor d'Educació Física necessita nous procediments, recursos i criteris per fer front a dos dels grans reptes educatius del segle XXI: millorar la convivència escolar i optimitzar el benestar socioemocional de l'alumnat. En aquest context, el joc tradicional presenta un escenari relacional idoni per educar les relacions interpersonals i aprendre a viure amb els altres de manera pacífica. Objectius. Els articles d'aquesta tesi han estudiat l'efecte d'una experiència pedagògica (basada en el model GIAM) orientada a la transformació de conflictes motors (CfM) de noies i nois d'educació secundària obligatòria (ESO), mitjançant la pràctica de jocs tradicionals de cooperació-oposició competitius (JTCOPC), sobre l'orientació del clima motivacional (cap a la tasca o l'ego), sobre el tipus d'experiència emocional (emocions positives i/o negatives) i sobre els CfM (presència o absència) i les seves característiques (intensitat, actitud i intervenció). Metodologia. En aquest estudi de mètodes mixtes van participar 330 alumnes de 3r i 4t curs d'ESO (M = 14.88; DT = 0.65; rang d’edat = 14 a 16 anys; 172 noies, 52.1 %; y 158 nois, 47.9 %). Tots van intervenir en una experiència de set sessions mitjançant la pràctica de JTCOPC i atenent les característiques del model GIAM. Es va utilitzar el qüestionari ‘Clima Motivacional de los Iguales en el Deporte’ (PeerMCYSQ) per estudiar l'orientació del clima motivacional percebut cap a la tasca o l'ego; l'escala Games and Emotions Scale II (GES-II) per determinar la vivència emocional; es va validar y utilitzar el Motor Conflict Questionnaire (MCQ) per examinar el procés del CfM; també es va emprar el diari de camp i la gravadora de veu per a la recollida de dades ‘in situ’. Es va utilitzar el programa SPSS V.23 i V.24 per a l'anàlisi de dades quantitatives: estadística descriptiva de tots els articles, models lineals generals de mesures repetides (ANOVA MR) (articles 1, 2 i 3) i arbres de classificació (CHAID ) (article 4). Es va realitzar una anàlisi de contingut per tractar les dades qualitatives mitjançant el programa ATLAS.ti V.7. Conclusions. Es confirma la necessitat d’entendre la dimensió relacional i emocional com dues realitats inherents d’un mateix fenomen: el conflicte motor. El model GIAM ofereix pautes d’intervenció al professorat per educar les relacions interpersonals conflictives a través de la transformació de CfM.El profesor de Educación Física necesita nuevos procedimientos, recursos y criterios para afrontar dos de los grandes retos educativos del siglo XXI: mejorar la convivencia escolar y optimizar el bienestar socioemocional del alumnado. En este contexto, el juego tradicional presenta un escenario relacional idóneo para educar las relaciones interpersonales y aprender a vivir con los demás de forma pacífica. Objetivos. Los artículos de esta tesis estudiaron el efecto de una experiencia pedagógica (basada en el modelo GIAM) orientada a la transformación de conflictos motores (CfM) de chicas y chicos de educación secundaria obligatoria (ESO), mediante la práctica de juegos tradicionales de cooperación-oposición competitivos (JTCOPC), sobre la orientación del clima motivacional (hacia la tarea o el ego), sobre el tipo de experiencia emocional (emociones positivas y/o negativas) y sobre los CfM (presencia o ausencia) y sus características (intensidad, actitud e intervención). Metodología. En este estudio de métodos mixtos participaron 330 alumnos/as de 3º y 4º curso de ESO (M = 14.88; DT = 0.65; rango de edad = 14 a 16 años; 172 niñas, 52.1 %; y 158 niños, 47.9 %). Todos intervinieron en una experiencia de siete sesiones mediante la práctica de JTCOPC y atendiendo a las características del modelo GIAM. Se utilizó el cuestionario del Clima Motivacional de los Iguales en el Deporte (PeerMCYSQ) para estudiar la orientación del clima motivacional percibido hacia la tarea o ego; la escala Games and Emotions Scale II (GES-II) para determinar la vivencia emocional; se validó y se utilizó el Motor Conflict Questionnaire (MCQ) para examinar el proceso del CfM; también se empleó el diario de campo y la grabadora de voz para la recogida de datos ‘in situ’. Se utilizó el programa SPSS V.23 y V.24 para el análisis de datos cuantitativos: estadística descriptiva de todos los artículos, modelos lineales generales de medidas repetidas (ANOVA MR) (artículos 1, 2 y 3) y árboles de clasificación (CHAID) (artículo 4). Se realizó un análisis de contenido para tratar los datos cualitativos mediante el Software ATLAS.ti V.7. Conclusiones. Se confirma la necesidad de entender la dimensión relacional y emocional como dos realidades inherentes de un mismo fenómeno: el conflicto motor. El modelo GIAM ofrece pautas de intervención al profesorado para educar las relaciones interpersonales conflictivas a través de la transformación de CfM.Physical Education teachers need new procedures, resources and criteria to face two of the great educational challenges of the 21st century: improve school coexistence and optimise the socio-emotional well-being of students. In this context, traditional sporting games present an ideal relational setting for educating interpersonal relationships and learning to live peacefully with others. Objectives: The articles of this thesis studied the effect of a pedagogical experience (based on the GIAM model) oriented to the transformation of motor conflicts (MC) of girls and boys of compulsory secondary education (ESO), through the practice cooperation-opposition traditional sporting games with competition (TSGCOPC), on the orientation of the motivational climate (towards the task or ego), on the type of emotional experience (positive and/or negative emotions) and on the MC (presence or absence) and their characteristics (intensity, attitude and intervention). Methodology: This mixed-methods study involved 330 students in the 3rd and 4th years of ESO (M = 14.88; DT = 0.65; age range = 14 to 16 years; 172 girls, 52.1 %; and 158 boys, 47.9 %). All were involved in a seven-session experience using TSGCOPC and following the characteristics of the GIAM model. The Peer Motivational Climate in Sport Questionnaire (PeerMCYSQ) was used to study the orientation of the perceived motivational climate towards task or ego; the Games and Emotions Scale II (GES-II) to determine emotional experience; the Motor Conflict Questionnaire (MCQ) was validated and used to examine the MC process; the field diary and voice recorder were also used for on-site data collection. The programs SPSS V.23 and V.24 were used for quantitative data analysis: descriptive statistics for all the articles, general linear repeated measures models (ANOVA MR) (articles 1, 2 and 3) and classification trees (CHAID) (article 4). A content analysis was carried out to process the qualitative data using ATLAS.ti V.7 software. Conclusions. It confirms the need to understand the relational and emotional dimension as two inherent realities of the same phenomenon: motor conflict. The GIAM model offers intervention guidelines for teachers to educate conflictive interpersonal relationships through the transformation of MC