An interventional study of Gamified Cooperative Exergaming Program and Conventional Physical Education in Physical Activity, sponsored by University of Jaén. Completed at 1 site in Spain. Open to participants aged 8 Years to 12 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-07-24.
Sponsored by University of Jaén · Not applicable, Interventional, and Treatment
This study evaluates the effects of an 8-week gamified cooperative exergaming program implemented during regular physical education lessons in primary school children. Participants were assigned by classroom to either an experimental group, which completed "The Movement League" program integrating dance-based exergames, cooperative learning, and gamification, or a control group, which received conventional physical education. The study aims to determine whether this multicomponent intervention improves motivation toward physical education, increases habitual physical activity, and reduces sedentary behavior compared with standard physical education.
Exclusion Criteria:
Participants received an 8-week gamified cooperative exergaming program ("The Movement League") delivered during regular physical education lessons (two 50-minute sessions per week). The intervention integrated dance-based exergames, cooperative learning, gamification, and symbolic rewards to promote motivation, physical activity, and reduce sedentary behavior.
Behavioral: Gamified Cooperative Exergaming Program
Participants received the school's standard physical education curriculum for 8 weeks (two 50-minute sessions per week), using conventional teaching methods and activities without exergames, gamification, or structured cooperative learning components.
Other: Conventional Physical Education
An 8-week behavioral intervention delivered during regular physical education lessons (two 50-minute sessions per week; 16 sessions in total). The program integrated dance-based exergaming, cooperative learning, gamification, and symbolic rewards within a structured pedagogical framework. Sessions included choreographed exergames, cooperative motor challenges, progressive narrative levels, and group-based goals designed to promote autonomous motivation toward physical education, increase habitual physical activity, and reduce sedentary behavior in primary school children.
Standard school physical education delivered over 8 weeks (two 50-minute sessions per week) using the regular curriculum and conventional teaching methods. Classes included traditional physical education activities without exergaming, gamification, or structured cooperative learning strategies.
Health-Related Quality of Life
Change in health-related quality of life measured using the KIDSCREEN-10 Index. The questionnaire assesses overall physical, psychological, and social well-being experienced during the previous week, with higher scores indicating better health-related quality of life and perceived well-being.
Time frame: Baseline and immediately after the 8-week intervention
Sleep Quality
Change in sleep quality measured using the Sleep Self Report (SSR). The questionnaire evaluates sleep duration, sleep onset difficulties, night awakenings, daytime sleepiness, sleep schedule regularity, and perceived sleep quality. Higher scores indicate greater sleep-related problems.
Time frame: Baseline and immediately after the 8-week intervention
Psychosocial Functioning
Change in psychosocial functioning measured using the Strengths and Difficulties Questionnaire (SDQ), including emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, prosocial behavior, and the total difficulties score.
Time frame: Baseline and immediately after the 8-week intervention
This study is completed, as verified in Jul 2026. You cannot join it, but the record below documents what was studied.
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University of Jaén