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A Gamification-Based Intervention Program that Encourages Physical Activity Improves Cardiorespiratory Fitness of College Students: ‘The Matrix rEFvolution Program’

Author

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  • Jose Mora-Gonzalez

    (PROFITH “PROmoting FITness and Health through physical activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sports Science, University of Granada, 18071 Granada, Spain)

  • Isaac J. Pérez-López

    (Educación física y transformación social, SEJ546 Research Group, Department of Physical Education and Sports, Faculty of Sports Science, University of Granada, 18071 Granada, Spain)

  • Irene Esteban-Cornejo

    (PROFITH “PROmoting FITness and Health through physical activity” Research Group, Sport and Health University Research Institute (iMUDS), Department of Physical Education and Sports, Faculty of Sports Science, University of Granada, 18071 Granada, Spain)

  • Manuel Delgado-Fernández

    (PA-HELP “Physical Activity for Health Promotion, CTS-1018” Research Group, Department of Physical Education and Sports, Faculty of Sports Science, University of Granada, 18071 Granada, Spain)

Abstract

The aim of the present study was to examine the effects of a gamification-based program on cardiorespiratory fitness (CRF) levels of college students. We divided 112 college students into an intervention group (IG) and a control group (CG). IG college students followed a 15-week gamification-based program, whereas CG followed traditional lectures. CRF was assessed using the 20-meter shuttle-run test. CRF significantly improved after the program in the IG compared to CG (d ≤ 0.94, p < 0.001). Only participants of IG had significant CRF improvements (d ≤ 0.87, p < 0.001) between pre- and post-assessments. In the IG, from the students who attended 100% of lectures, 87.8% met physical activity recommendations for 100% of weeks, whereas from those who attended <100%, only 26.7% met them them for 100% of weeks ( p < 0.001). Participants who met recommendations 100% of weeks had a significant CRF improvement ( p < 0.001). Motivating college students throughout innovative teaching methods (e.g., gamification) can lead to health improvements.

Suggested Citation

  • Jose Mora-Gonzalez & Isaac J. Pérez-López & Irene Esteban-Cornejo & Manuel Delgado-Fernández, 2020. "A Gamification-Based Intervention Program that Encourages Physical Activity Improves Cardiorespiratory Fitness of College Students: ‘The Matrix rEFvolution Program’," IJERPH, MDPI, vol. 17(3), pages 1-11, January.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:3:p:877-:d:314639
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    References listed on IDEAS

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    1. Robson, Karen & Plangger, Kirk & Kietzmann, Jan H. & McCarthy, Ian & Pitt, Leyland, 2015. "Is it all a game? Understanding the principles of gamification," Business Horizons, Elsevier, vol. 58(4), pages 411-420.
    2. Conn, V.S. & Hafdahl, A.R. & Mehr, D.R., 2011. "Interventions to increase physical activity among healthy adults: meta-analysis of outcomes," American Journal of Public Health, American Public Health Association, vol. 101(4), pages 751-758.
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    Cited by:

    1. Gonzalo Flores-Aguilar & María Prat-Grau & Jesús Fernández-Gavira & Antonio Muñoz-Llerena, 2023. "“I Learned More Because I Became More Involved”: Teacher’s and Students’ Voice on Gamification in Physical Education Teacher Education," IJERPH, MDPI, vol. 20(4), pages 1-17, February.
    2. Ana Manzano-León & Pablo Camacho-Lazarraga & Miguel A. Guerrero-Puerta & Laura Guerrero-Puerta & Antonio Alias & José M. Aguilar-Parra & Rubén Trigueros, 2021. "Development and Validation of a Questionnaire on Motivation for Cooperative Playful Learning Strategies," IJERPH, MDPI, vol. 18(3), pages 1-10, January.
    3. Diego Fernández-Vázquez & Víctor Navarro-López & Roberto Cano-de-la-Cuerda & Domingo Palacios-Ceña & María Espada & Daniel Bores-García & José Manuel Delfa-de-la-Morena & Nuria Romero-Parra, 2024. "Influence of Virtual Reality and Gamification Combined with Practice Teaching Style in Physical Education on Motor Skills and Students’ Perceived Effort: A Mixed-Method Intervention Study," Sustainability, MDPI, vol. 16(4), pages 1-15, February.
    4. Romina Gisele Saucedo-Araujo & Palma Chillón & Isaac J. Pérez-López & Yaira Barranco-Ruiz, 2020. "School-Based Interventions for Promoting Physical Activity Using Games and Gamification: A Systematic Review Protocol," IJERPH, MDPI, vol. 17(14), pages 1-11, July.

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