Cuadernos de psicología del deporte, Vol.25 Nº3 (2025)

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Browsing Cuadernos de psicología del deporte, Vol.25 Nº3 (2025) by Author "Álvarez-Kurogi, Leandro"

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    Descansos Activos Gamificados en Educación Primaria en Portugal: Impacto de la Narrativa Digital en Motivación y Emociones
    (Universidad de Murcia. Servicio de publicaciones, 2025) Gómez-Martín, Mario; Álvarez-Kurogi, Leandro; Prieto-Andreu, Joel Manuel; Dorotea, Nuno; Rua, David; Sin departamento asociado
    In today's education, integrating Active Breaks, physical activity breaks of 5 to 15 minutes within the school timetable, combined with gamified elements and digital storytelling, is presented as an innovative strategy to improve both learning and student well-being. This study analyzed the impact of gamified Active Breaks with and without digital storytelling on motivational variables, basic psychological needs, flow, emotions, and player profiles in 208 primary school students in Portugal, according to gender, location of the educational center and level of physical and sports activity. A cross-sectional quasi-experimental design was used, in which each student participated in a single session, with one group engaging in gamified Active Breaks without digital storytelling and the other with digital storytelling. Due to the lack of normality in the data, non-parametric tests (Mann-Whitney U and Kruskal-Wallis) were applied, in addition to principal component analysis, linear mixed models, and descriptive analyses. The results indicate that digital storytelling favored autonomy (p < .05, rbis= .164), although no significant differences were found in other variables. Furthermore, differences were observed according to gender, location, and level of physical activity of the students, suggesting that the impact of digital storytelling varies according to socio-demographic factors. On the other hand, in both groups, gamification generated high levels of intrinsic motivation, highlighting its effectiveness in promoting student engagement and well-being. In conclusion, although gamification alone is an effective tool, digital storytelling enhances autonomy, improving the learning experience in specific contexts. Nevertheless, it is recommended to customize the implementation of gamified Active Breaks to maximize their impact, according to the characteristics of the students.