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Psychological pathways associated with gamified physical education and perceived learning in adolescents and young adults

Year: 2026

Type: article

Abstract: Gamified technology is increasingly used in physical education (PE), but evidence remains fragmented across motivation, engagement, and learning-related outcomes. This study proposed and empirically tested an integrated model linking students’ perceptions of gamified PE with psychological need satisfaction, motivation, multidimensional engagement, and perceived learning outcomes. A cross-sectional survey was completed by 500 secondary and tertiary students (mean age = 18.90 years, SD = 3.77; 51.4% female) from five institutions across three countries. Participants had experienced institution-approved gamified PE platforms sharing points, badges, feedback, challenges, progress indicators, meaningful choice, and cooperative activities, with limited teacher-level variation. A 43-item questionnaire measured 11 reflective constructs; 42 indicators were retained. Data were analyzed using PLS-SEM with 5,000 bootstrap resamples. Gamified Technology Use and Perceived Enjoyment were positively associated with autonomy, competence, and relatedness satisfaction. Need satisfaction was positively associated with intrinsic and extrinsic motivation; motivation was positively associated with behavioral, emotional, and cognitive engagement; and all engagement dimensions were positively associated with perceived learning outcomes. The model explained 58.9% of PLO variance. Direct GTU–PLO and PE–PLO associations were nonsignificant, whereas the specified sequential indirect associations were significant. The findings support a cross-sectional pattern consistent with the proposed framework but do not establish causal or temporal mediation. Mastery-oriented feedback, meaningful task choice, progress tracking, and cooperative missions warrant further experimental evaluation, while public ranking should be used cautiously.

Source: Scientific Reports

DOI: 10.1038/s41598-026-73716-z

Authors: Duan Wang, Shunyang Duanmu, Linhan Yao, Yangyang Liu, Tao Xiao

Institutions: Hainan Lausanne Tourism University, Beijing Sport University, Hainan Technology and Business College, Zhengzhou University

Language: English

Topic: Educational Games and Gamification

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: gold

Estimated APC paid: $2,690