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Investigating the Impact of Game-Based Learning and Gamification Strategies in Physical Education: A Comprehensive Systematic Review

Yıl 2024, Cilt: 6 Sayı: 1, 1 - 14

Gamze Mercan Zümrüt Varol Selçuk

https://doi.org/10.47157/jietp.1389843

Öz

This study deals with the integration of game-based learning strategies and gamification in education, focusing on physical education. The aim is to critically evaluate the evidence gathered over the last decade on the influence of game-based learning (GBL) and gamification on various research variables. The study encompasses an analysis of different educational levels, variables, game dynamics, and the variety of games used. It also seeks to uncover the potential benefits of deploying such game-centred methods in education. This systematic review is based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach, and includes a thorough search of five interdisciplinary databases. It includes a comprehensive screening process with specific inclusion and exclusion criteria, focusing on quantitative experimental research that investigates the application of gamification and GBL in the context of physical education. The findings highlight the substantial role of GBL and gamification as effective educational tools, particularly noting their positive effects on student engagement, academic achievements, and the enhancement of health and physical fitness levels. The study underscores the necessity for further exploration into the specific needs and challenges faced by students engaged in learning through these innovative educational approaches.

Anahtar Kelimeler

Educational gaming strategies gamified learning comprehensive literature analysis physical training education

Teşekkür

I would like to express my profound gratitude to my dearest mother, “Leyla Mercan, for her financial and emotional support throughout my educational journey. Her love and constant backing have been a cornerstone of this academic achievement.

Kaynakça

  • Abdul Jabbar, A. I., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of Educational Research, 85(6), 740–747. https://doi.org/10.3102/0034654315577210
  • Alcaraz-Muñoz, V., Izquierdo, M. I. C., García, G. M. G., Roque, J. I. A., & Lucas, J. L. Y. (2020). Joy in movement: Traditional sporting games and emotional experience in elementary physical education. Frontiers in Psychology, 11, 588640. https://doi.org/10.3389/fpsyg.2020.588640
  • Andreu, J. M. P. (2021). Revisión sistemática sobre la evaluación de propuestas de gamificación en siete disciplinas educativas. Teoría de la Educación. Revista Interuniversitaria, 34, 189–214. https://doi.org/10.14201/teri.27153
  • Arufe-Giráldez, V., Sanmiguel-Rodríguez, A., Ramos-Álvarez, O., & Navarro-Patón, R. (2022). Gamification in physical education: A systematic review. Education Sciences, 12(5), 540. https://doi.org/10.3390/educsci12080540
  • Barba-Martín, R. A., Bores-García, D., Hortigüela-Alcalá, D., & González-Calvo, G. (2020). The application of the teaching games for understanding in physical education. Systematic review of the last six years. International Journal of Environmental Research and Public Health, 17(9), 3330. https://doi.org/10.3390/ijerph17093330
  • Benzing, V., & Schmidt, M. (2018). Exergaming for children and adolescents: Strengths, weaknesses, opportunities and threats. Journal of Clinical Medicine, 7(11), 422. https://doi.org/10.3390/ijerph17093330
  • Boyle, E., Connolly, T. M., & Hainey, T. (2011). The role of psychology in understanding the impact of computer games. Entertainment Computing, 2(2), 69–74. https://doi.org/10.1016/j.entcom.2010.12.002
  • Breuer, J. S., & Bente, G. (2010). Why so serious? On the relation of serious games and learning. Eludamos. Journal for Computer Game Culture, 4(1), 7–24. https://hal.science/file/index/docid/692052/filename/Breuer_Bente2010.pdf
  • Cenizo-Benjumea, M., Vázquez-Ramos, J., & Ferreras-Mencía, S. (2022). Effect of a gamified program on physical fitness and motor coordination. Cultura, Ciencia y Deporte, 17(50), 155–177. http://doi.org/10.12800/ccd.v17i52.1786
  • Chen, C.-H. (2018). The impacts of peer competition-based science gameplay on conceptual knowledge, intrinsic motivation, and learning behavioral patterns. Educational Technology Research and Development, 67(1), 179–198. https://doi.org/ 10.1007/s11423-018-9635-5
  • Cheung, S. Y., & Ng, K. Y. (2021). Application of the educational game to enhance student learning. Frontiers in Education, 6, 623793. https://doi.org/10.3389/feduc.2021.623793/full
  • Corepal, R., Best, P., O’Neill, R., Kee, F., Badham, J., Dunne, L., Miller, S., Connolly, P., Cupples, M. E., Van Sluijs, E. M. F., et al. (2019). A feasibility study of ‘The StepSmart Challenge’ to promote physical activity in adolescents. Pilot and Feasibility Studies, 5, 132. https://doi.org/ 10.1186/s40814-019-0523-5
  • Cornellà, P., Estebanell, M., & Brusi, D. (2020). Gamificación y aprendizaje basado en juegos. Enseñanza de las Ciencias de la Tierra, 28(1), 5-19. https://www.raco.cat/index.php/ECT/article/view/372920
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). MindTrek: Tampere, Finland. https://doi.org/ 10.1145/2181037.2181040
  • Ding, L. (2018). Applying gamifications to asynchronous online discussions: A mixed methods study. Computers in Human Behavior, 91, 1–11. https://doi.org/S0747563218304631
  • Dólera-Montoya, S., Valero-Valenzuela, A., Jiménez-Parra, J. F., & Manzano-Sánchez, D. (2021). Improvement of the classroom climate through a plan of gamified coexistence with physical activity: Study of its effectiveness in primary education. ESPIRAL. Cuadernos del Profesorado, 14(28), 65–77. https://ojs.ual.es/ojs/index.php/ESPIRAL/article/view/4420
  • Engels, E. S., & Freund, P. A. (2020). Effects of cooperative games on enjoyment in physical education—How to increase positive experiences in students? PLoS ONE, 15(12), e0243608. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0243608
  • Erickson, L. V., & Sammons-Lohse, D. (2020). Learning through video games: The impacts of competition and cooperation. E-Learning and Digital Media, 18(1), 1–17. https://doi.org/10.1177/2042753020949983
  • Fernandez-Rio, J., Heras, E. D. L., González, T., Trillo, V., & Palomares, J. (2020). Gamification and physical education: Viability and preliminary views from students and teachers. Physical Education and Sport Pedagogy, 25(5), 509–524. https://doi.org/10.1080/17408989.2020.1743253
  • Fernandez-Rio, J., Zumajo-Flores, M., & Flores-Aguilar, G. (2021). Motivation, basic psychological needs and intention to be physically active after a gamified intervention programme. European Physical Education Review, 28(2), 432–445. https://doi.org/10.1177/1356336X211052883
  • Ferriz-Valero, A., Østerlie, O., Martínez, S. G., & García-Jaén, M. (2020). Gamification in physical education: Evaluation of impact on motivation and academic performance within higher education. International Journal of Environmental Research and Public Health, 17(12), 4465. 4465; https://doi.org/10.3390/ijerph171244651660
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Yıl 2024, Cilt: 6 Sayı: 1, 1 - 14

Gamze Mercan Zümrüt Varol Selçuk

https://doi.org/10.47157/jietp.1389843

Öz

Kaynakça

  • Abdul Jabbar, A. I., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of Educational Research, 85(6), 740–747. https://doi.org/10.3102/0034654315577210
  • Alcaraz-Muñoz, V., Izquierdo, M. I. C., García, G. M. G., Roque, J. I. A., & Lucas, J. L. Y. (2020). Joy in movement: Traditional sporting games and emotional experience in elementary physical education. Frontiers in Psychology, 11, 588640. https://doi.org/10.3389/fpsyg.2020.588640
  • Andreu, J. M. P. (2021). Revisión sistemática sobre la evaluación de propuestas de gamificación en siete disciplinas educativas. Teoría de la Educación. Revista Interuniversitaria, 34, 189–214. https://doi.org/10.14201/teri.27153
  • Arufe-Giráldez, V., Sanmiguel-Rodríguez, A., Ramos-Álvarez, O., & Navarro-Patón, R. (2022). Gamification in physical education: A systematic review. Education Sciences, 12(5), 540. https://doi.org/10.3390/educsci12080540
  • Barba-Martín, R. A., Bores-García, D., Hortigüela-Alcalá, D., & González-Calvo, G. (2020). The application of the teaching games for understanding in physical education. Systematic review of the last six years. International Journal of Environmental Research and Public Health, 17(9), 3330. https://doi.org/10.3390/ijerph17093330
  • Benzing, V., & Schmidt, M. (2018). Exergaming for children and adolescents: Strengths, weaknesses, opportunities and threats. Journal of Clinical Medicine, 7(11), 422. https://doi.org/10.3390/ijerph17093330
  • Boyle, E., Connolly, T. M., & Hainey, T. (2011). The role of psychology in understanding the impact of computer games. Entertainment Computing, 2(2), 69–74. https://doi.org/10.1016/j.entcom.2010.12.002
  • Breuer, J. S., & Bente, G. (2010). Why so serious? On the relation of serious games and learning. Eludamos. Journal for Computer Game Culture, 4(1), 7–24. https://hal.science/file/index/docid/692052/filename/Breuer_Bente2010.pdf
  • Cenizo-Benjumea, M., Vázquez-Ramos, J., & Ferreras-Mencía, S. (2022). Effect of a gamified program on physical fitness and motor coordination. Cultura, Ciencia y Deporte, 17(50), 155–177. http://doi.org/10.12800/ccd.v17i52.1786
  • Chen, C.-H. (2018). The impacts of peer competition-based science gameplay on conceptual knowledge, intrinsic motivation, and learning behavioral patterns. Educational Technology Research and Development, 67(1), 179–198. https://doi.org/ 10.1007/s11423-018-9635-5
  • Cheung, S. Y., & Ng, K. Y. (2021). Application of the educational game to enhance student learning. Frontiers in Education, 6, 623793. https://doi.org/10.3389/feduc.2021.623793/full
  • Corepal, R., Best, P., O’Neill, R., Kee, F., Badham, J., Dunne, L., Miller, S., Connolly, P., Cupples, M. E., Van Sluijs, E. M. F., et al. (2019). A feasibility study of ‘The StepSmart Challenge’ to promote physical activity in adolescents. Pilot and Feasibility Studies, 5, 132. https://doi.org/ 10.1186/s40814-019-0523-5
  • Cornellà, P., Estebanell, M., & Brusi, D. (2020). Gamificación y aprendizaje basado en juegos. Enseñanza de las Ciencias de la Tierra, 28(1), 5-19. https://www.raco.cat/index.php/ECT/article/view/372920
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). MindTrek: Tampere, Finland. https://doi.org/ 10.1145/2181037.2181040
  • Ding, L. (2018). Applying gamifications to asynchronous online discussions: A mixed methods study. Computers in Human Behavior, 91, 1–11. https://doi.org/S0747563218304631
  • Dólera-Montoya, S., Valero-Valenzuela, A., Jiménez-Parra, J. F., & Manzano-Sánchez, D. (2021). Improvement of the classroom climate through a plan of gamified coexistence with physical activity: Study of its effectiveness in primary education. ESPIRAL. Cuadernos del Profesorado, 14(28), 65–77. https://ojs.ual.es/ojs/index.php/ESPIRAL/article/view/4420
  • Engels, E. S., & Freund, P. A. (2020). Effects of cooperative games on enjoyment in physical education—How to increase positive experiences in students? PLoS ONE, 15(12), e0243608. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0243608
  • Erickson, L. V., & Sammons-Lohse, D. (2020). Learning through video games: The impacts of competition and cooperation. E-Learning and Digital Media, 18(1), 1–17. https://doi.org/10.1177/2042753020949983
  • Fernandez-Rio, J., Heras, E. D. L., González, T., Trillo, V., & Palomares, J. (2020). Gamification and physical education: Viability and preliminary views from students and teachers. Physical Education and Sport Pedagogy, 25(5), 509–524. https://doi.org/10.1080/17408989.2020.1743253
  • Fernandez-Rio, J., Zumajo-Flores, M., & Flores-Aguilar, G. (2021). Motivation, basic psychological needs and intention to be physically active after a gamified intervention programme. European Physical Education Review, 28(2), 432–445. https://doi.org/10.1177/1356336X211052883
  • Ferriz-Valero, A., Østerlie, O., Martínez, S. G., & García-Jaén, M. (2020). Gamification in physical education: Evaluation of impact on motivation and academic performance within higher education. International Journal of Environmental Research and Public Health, 17(12), 4465. 4465; https://doi.org/10.3390/ijerph171244651660
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  • Garneli, V., Giannakos, M., & Chorianopoulos, K. (2016). Serious games as a malleable learning medium: The effects of narrative, gameplay, and making on students’ performance and attitudes. British Journal of Educational Technology, 48(3), 842-859. https://doi.org/ 10.1111/bjet.12455
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  • Göksün, D. O., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15-29. https://doi.org/10.1016/j.compedu.2019.02.015
  • Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A., & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education, 102, 202–223. https://doi.org/10.1016/j.compedu.2016.09.001
  • Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2019). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 29(5), 545–565. https://doi.org/ 10.1080/10494820.2019.1588745
  • Ho, J. (2019). Gamifying the flipped classroom: How to motivate Chinese ESL learners? Innovation in Language Learning and Teaching, 14(4), 421–435. https://doi.org/10.1080/17501229.2019.1614185
  • Huizenga, J., Admiraal, W., Akkerman, S., & Dam, G. T. (2009). Mobile game-based learning in secondary education: Engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 25(4), 332-344. https://doi.org/10.1111/j.1365-2729.2009.00316.x
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  • Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13-24. https://doi.org/10.1016/j.iheduc.2004.12.001
  • Koekoek, J., van der Mars, H., van der Kamp, J., Walinga, W., & van Hilvoorde, I. (2018). Aligning digital video technology with game pedagogy in physical education. Journal of Physical Education, Recreation & Dance, 89(1), 12–22. https://doi.org/10.1080/07303084.2017.1390504
  • Kosmas, P., Ioannou, A., & Retalis, S. (2018). Moving bodies to moving minds: A study of the use of motion-based games in special education. TechTrends, 62(6), 594–601. https://doi.org/10.1007/s11528-018-0294-5
  • Kyewski, E., & Krämer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, 25–37. https://doi.org/10.1016/j.compedu.2017.11.006
  • Lamb, R. L., Annetta, L., Firestone, J., & Etopio, E. (2018). A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations. Computers in Human Behavior, 80, 158–167. https://doi.org/10.1016/j.chb.2017.10.040
  • Lin, H.-C., Lin, Y.-H., Wang, T.-H., Su, L.-K., & Huang, Y.-M. (2020). Effects of incorporating AR into a board game on learning outcomes and emotions in health education. Electronics, 9(11), 1752. http://dx.doi.org/10.3390/electronics9111752
  • Liu, T., & Lipowski, M. (2021). Sports gamification: Evaluation of its impact on learning motivation and performance in higher education. International Journal of Environmental Research and Public Health, 18(3), 1267. https://doi.org/10.3390/ijerph18031267
  • López, I. J. P., García, E. R., & Delgado-Fernández, M. (2017). Mejora de hábitos de vida saludables en alumnos universitarios mediante una propuesta de gamificación. Nutrición Hospitalaria, 34(4), 942–951. https://dx.doi.org/10.20960/nh.669
  • Maloney, A. E., Threlkeld, K. A., & Cook, W. L. (2012). Comparative effectiveness of a 12-week physical activity intervention for overweight and obese youth: Exergaming with “Dance Dance Revolution”. Games for Health Journal, 1(1), 96–103. https://doi.org/10.1089/g4h.2011.0009
  • Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., Aguilar-Parra, J. M., Trigueros, R., & Alias, A. (2021). Between level up and game over: A systematic literature review of gamification in education. Sustainability, 13(5), 2247. https://doi.org/10.3390/su13042247
  • Manzano-León, A., Ortiz-Colón, A. M., Rodríguez-Moreno, J., & Aguilar-Parra, J. M. (2022). La relación entre las estrategias lúdicas en el aprendizaje y la motivación: Un estudio de revisión. Revista Espacios, 43(2), 29-45. https://doi.org/10.48082/espacios-a22v43n04p03
  • Manzano-León, A., Rodríguez-Ferrer, J. M., & Aguilar-Parra, J. M. (2022). Gamification in science education: Challenging disengagement in socially deprived communities. Journal of Chemical Education, 100(1), 170-177. https://doi.org/10.1021/acs.jchemed.2c00089
  • Melero-Canas, D., Manzano-Sánchez, D., Navarro-Ardoy, D., Morales-Baños, V., & Valero-Valenzuela, A. (2021). The Seneb’s enigma: Impact of a hybrid personal and social responsibility and gamification model-based practice on motivation and healthy habits in physical education. International Journal of Environmental Research and Public Health, 18(7), 3476. https://doi.org/10.3390/ijerph18073476
  • Milteer, R. M., Ginsburg, K. R., Mulligan, D. A., Ameenuddin, N., Brown, A., Christakis, D. A., Cross, C., Falik, H. L., Hill, D. L., Hogan, M. J., et al. (2012). The importance of play in promoting healthy child development and maintaining strong parent-child bond: Focus on children in poverty. Pediatrics, 129(1), e204–e213. https://doi.org/10.1542/peds.2011-2953
  • Mirvis, P. H., & Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. Academy of Management Review, 16(3), 636-640. https://doi.org/10.2307/258925
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 151(2), 264-269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
  • Mora-Gonzalez, J., Pérez-López, I. J., & Delgado-Fernández, M. (2020). The “$ in TIME” gamification project: Using a mobile app to improve cardiorespiratory fitness levels of college students. Games for Health Journal, 9(1), 37–44. https://doi.org/10.1089/g4h.2019.0001
  • Nørgård, R. T., Toft-Nielsen, C., & Whitton, N. (2017). Playful learning in higher education: Developing a signature pedagogy. International Journal of Play, 6(3), 272–282. https://files.eric.ed.gov/fulltext/EJ932220.pdf
  • Nyberg, G., & Meckbach, J. (2015). Exergames ‘as a teacher’ of movement education: Exploring knowing in moving when playing dance games in physical education. Physical Education and Sport Pedagogy, 22(1), 1–14. https://files.eric.ed.gov/fulltext/EJ932220.pdf
  • Parlebas, P. (2001). Juegos, Deporte y Sociedad. Léxico de Praxiología Motriz. Barcelona, Spain: Paidotribo. https://scholar.google.com/scholar?cites=13249045384691319816&as_sdt=2005&sciodt=0,5&hl=tr
  • Pérez, M. R., Oliva, D. S., & Moledo, C. P. (2021). Africa Project "La Leyenda de Faro": Effects of a methodology based on gamification on situational motivation about the content of corporal expression in secondary education. Retos, 42, 567–574. https://rodin.uca.es/handle/10498/26485
  • Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
  • Prensky, M. (2001). Digital natives, digital immigrants part 1. Horizon, 9(1), 1–6. https://desarrollodocente.uc.cl/wpcontent/uploads/2020/03/Digital_Natives_Digital_Inmigrants.pdf
  • Quintas, A., Bustamante, J.-C., Pradas, F., & Castellar, C. (2020). Psychological effects of gamified didactics with exergames in physical education at primary schools: Results from a natural experiment. Computers & Education, 152, 103874. https://doi.org/10.1016/j.compedu.2020.103874
  • Robertson, J., Macvean, A., Fawkner, S., Baker, G., & Jepson, R. G. (2018). Savouring our mistakes: Learning from the FitQuest project. International Journal of Child-Computer Interaction, 16, 55–67. https://doi.org/10.1016/j.ijcci.2017.12.003
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  • Serrano-Durá, J., González, A. C., Rodríguez-Negro, J., & García, C. M. (2021). Results of a postural education program, with a gamified intervention vs traditional intervention. Sport Science Journal of School of Sport, Physical Education and Psychomotricity, 7(1), 267–284. https://ruc.udc.es/dspace/handle/2183/30078
  • Sotos-Martínez, V. J., Ferriz-Valero, A., García-Martínez, S., & Tortosa-Martínez, J. (2022). The effects of gamification on the motivation and basic psychological needs of secondary school physical education students. Physical Education and Sport Pedagogy, 27(1), 1–17. https://doi.org/10.1080/17408989.2022.2039611
  • Taub, M., Sawyer, R., Lester, J., & Azevedo, R. (2019). The impact of contextualized emotions on self-regulated learning and scientific reasoning during learning with a game-based learning environment. International Journal of Artificial Intelligence in Education, 30(1), 97–120. https://doi.org/10.1007/s40593-019-00191-1
  • Vukićević, S., Đorđević, M., Glumbić, N., Bogdanović, Z., Jovičić, M. (2019). A demonstration project for the utility of Kinect-based educational games to benefit motor skills of children with ASD. Perceptual and Motor Skills, 126(3), 1117–1144. https://doi.org/10.1177/0031512519867521
  • Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press. https://picture.iczhiku.com/resource/paper/shkSGKokAIOeIcNc.pdf
  • Xu, M., Zhai, Y., Guo, Y., Lv, P., Li, Y., Wang, M., Zhou, B. (2019). Personalized training through Kinect-based games for physical education. Journal of Visual Communication and Image Representation, 62, 394–401. https://doi.org/10.1016/j.jvcir.2019.05.007
  • Yien, J. M., Hung, C. M., Hwang, G. J., & Lin, Y. C. (2011). A game-based learning approach to improving students’ learning achievements in a nutrition course. Turkish Online Journal of Educational Technology, 10(2), 1–10. https://files.eric.ed.gov/fulltext/EJ932220.pdf
  • Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. The Internet and Higher Education, 33, 86–92. http://dx.doi.org/10.1016/j.iheduc.2017.02.002
  • Young, M. F., Slota, S., Cutter, A. B., Jalette, G., Mullin, G., Lai, B., Simeoni, Z., Tran, M., & Yukhymenko, M. (2012). Our princess is in another castle: A review of trends in serious gaming for education. Review of Educational Research, 82(1), 61–89. https://doi.org/10.3102/0034654312436980
Toplam 68 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Fizik Eğitimi, Fen ve Matematik Alanları Eğitimi (Diğer)
Bölüm Makaleler
Yazarlar

Gamze Mercan 0000-0001-5515-999X

Zümrüt Varol Selçuk 0000-0001-5015-0291

Erken Görünüm Tarihi 28 Mart 2024
Yayımlanma Tarihi
Gönderilme Tarihi 12 Kasım 2023
Kabul Tarihi 27 Aralık 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 6 Sayı: 1

Kaynak Göster

APA Mercan, G., & Varol Selçuk, Z. (2024). Investigating the Impact of Game-Based Learning and Gamification Strategies in Physical Education: A Comprehensive Systematic Review. Journal of Interdisciplinary Education: Theory and Practice, 6(1), 1-14. https://doi.org/10.47157/jietp.1389843

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