Enhancements in Cognitive Performance and Academic Achievement in Adolescents through the Hybridization of an Instructional Model with Gamification in Physical Education
| Autor: | Vicente Morales-Baños, David Manzano-Sánchez, David Melero-Cañas, Daniel N. Ardoy, Alfonso Valero-Valenzuela |
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| Rok vydání: | 2021 |
| Předmět: |
Active learning
cognitive functions Geography Planning and Development accounting Physical activity TJ807-830 physical activity Academic achievement Management Monitoring Policy and Law TD194-195 behavioral disciplines and activities Renewable energy sources Developmental psychology law.invention Physical education 03 medical and health sciences 0302 clinical medicine Randomized controlled trial law active learning Model-based learning Mathematics education Verbal fluency test GE1-350 030212 general & internal medicine Effects of sleep deprivation on cognitive performance Environmental effects of industries and plants Renewable Energy Sustainability and the Environment 030229 sport sciences activelearning Model based learning Mental health Cognitive functions Environmental sciences Cognitive inhibition Psychology mental health model-based learning |
| Zdroj: | Digibug: Repositorio Institucional de la Universidad de Granada Universidad de Granada (UGR) Sustainability Volume 13 Issue 11 Digibug. Repositorio Institucional de la Universidad de Granada instname DIGITUM. Depósito Digital Institucional de la Universidad de Murcia Sustainability, Vol 13, Iss 5966, p 5966 (2021) |
| ISSN: | 2071-1050 |
| DOI: | 10.3390/su13115966 |
| Popis: | ©. 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] An 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 |
| Databáze: | OpenAIRE |
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