Influence of interactive technologies on the motivation of students in the process of physical education
ˑ:
Zakharova N.A.
The Russian Presidential Academy of National Economy and Public Administration (Saint Petersburg, Russia).
Email: 1158873@mail.ru
The Russian Presidential Academy of National Economy and Public Administration (Saint Petersburg, Russia).
Email: 1158873@mail.ru
No. 11, pp. 51–51
Published: 23.10.2026
Keywords: digital transformation, physical education, student motivation, interactive technologies, self-determination theory.
Introduction. Today, the digital transformation in the sphere of youth physical education leads to the formation of an interactive and adaptive system based on data [1]. However, the comparison of traditional forms and gamified programs in terms of intrinsic motivation has been insufficiently studied.
Objective of the study: to determine the nature of the dynamics of motivational indicators, defined from the perspective of self-determination theory (SDT), in the process of mastering the physical education program with the use of digital gamification.
Methods and organization of the study. The sample consisted of 120 first-year students (inclusion criteria: 18–20 years old, no medical contraindications, attendance of at least 80% of academic classes, informed consent). Over 8 weeks (120 min/week) in the experimental group (EG, 60 people), mobile applications and gamification were used during classes; the control group (CG) adhered to the traditional program. To record the dynamics of motivational indicators, a survey based on self-determination theory was conducted (5-point Likert scale; Cronbach's α 0.81/0.78/0.74), which recorded the results before and after the experiment. Statistical methods included M, SD, t-tests, RM ANOVA, Cohen's d, η²; p<0.05.
Results of the study and their discussion. In the experimental group, intrinsic motivation increased (p<0.01; d=0.62) and amotivation decreased (p<0.01; d=0.51); in the CG, no significant changes occurred. The obtained data are consistent with reviews of digital tools. The results of the RM ANOVA revealed a "time × group" interaction for intrinsic motivation (F(1,118)=9.84; p<0.01; η²=0.077) and amotivation (F(1,118)=6.21; p<0.05; η²=0.050). The increase in intrinsic motivation in the experimental group is interpreted through SDT mechanisms. Extrinsic motivation remained stable in both groups, which indicates the influence of gamification specifically on intrinsic motivation [2].
Conclusion. The experiment using mobile applications and gamification in the EG showed an increase in intrinsic motivation (p<0.01; d=0.62) and a decrease in amotivation (p<0.01; d=0.51). No significant changes were revealed among students in the CG. The obtained research results confirm the feasibility of introducing digital tools into the physical education program to maintain sustainable student engagement.
Objective of the study: to determine the nature of the dynamics of motivational indicators, defined from the perspective of self-determination theory (SDT), in the process of mastering the physical education program with the use of digital gamification.
Methods and organization of the study. The sample consisted of 120 first-year students (inclusion criteria: 18–20 years old, no medical contraindications, attendance of at least 80% of academic classes, informed consent). Over 8 weeks (120 min/week) in the experimental group (EG, 60 people), mobile applications and gamification were used during classes; the control group (CG) adhered to the traditional program. To record the dynamics of motivational indicators, a survey based on self-determination theory was conducted (5-point Likert scale; Cronbach's α 0.81/0.78/0.74), which recorded the results before and after the experiment. Statistical methods included M, SD, t-tests, RM ANOVA, Cohen's d, η²; p<0.05.
Results of the study and their discussion. In the experimental group, intrinsic motivation increased (p<0.01; d=0.62) and amotivation decreased (p<0.01; d=0.51); in the CG, no significant changes occurred. The obtained data are consistent with reviews of digital tools. The results of the RM ANOVA revealed a "time × group" interaction for intrinsic motivation (F(1,118)=9.84; p<0.01; η²=0.077) and amotivation (F(1,118)=6.21; p<0.05; η²=0.050). The increase in intrinsic motivation in the experimental group is interpreted through SDT mechanisms. Extrinsic motivation remained stable in both groups, which indicates the influence of gamification specifically on intrinsic motivation [2].
Conclusion. The experiment using mobile applications and gamification in the EG showed an increase in intrinsic motivation (p<0.01; d=0.62) and a decrease in amotivation (p<0.01; d=0.51). No significant changes were revealed among students in the CG. The obtained research results confirm the feasibility of introducing digital tools into the physical education program to maintain sustainable student engagement.
References
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- Taryma Ch.V., Osipov A.Yu., Kudryavtsev M.D. et al. Tsifrovye tekhnologii i geymifikatsiya v organizatsii samostoyatelnykh zanyatiy fizicheskoy aktivnostyu studentov [Digital technologies and gamification in the organization of independent physical activity classes for students]. Teoriya i praktika fizicheskoy kultury. 2024. No. 3. Pp. 69-71.
Журнал "THEORY AND PRACTICE