{"id":59359,"date":"2023-06-28T16:27:05","date_gmt":"2023-06-28T16:27:05","guid":{"rendered":"https:\/\/revista-apunts.com\/tablas\/tabla-2-153-04\/"},"modified":"2023-06-29T11:52:03","modified_gmt":"2023-06-29T11:52:03","slug":"taula-2-153-04","status":"publish","type":"tablas","link":"https:\/\/revista-apunts.com\/ca\/tablas\/taula-2-153-04\/","title":{"rendered":"Taula 2 – 153.04"},"content":{"rendered":"\n

Taula 2<\/h2>\n\n\n\n

Caracter\u00edstiques i resultats dels estudis quantitatius no aleatoritzats inclosos.<\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/p>\n\n\n\n
Refer\u00e8ncia<\/td>Disseny de la recerca<\/td>Mostra (N)<\/em><\/td>Caracter\u00edstiques de la mostra <\/td>Variables<\/td>Instruments<\/td>Joc-ficci\u00f3 (longitud)<\/td><\/tr>
Casta\u00f1eda-V\u00e1zquez  et al. (2019)<\/td>Preexperimental amb un sol grup<\/td>NA<\/sub><\/em> = 64<\/td>Formaci\u00f3 del professorat d\u2019Educaci\u00f3 F\u00edsica
(Nf<\/sub><\/em> = 40; Nm<\/sub><\/em> = 24)<\/td>		Motivaci\u00f3 intr\u00ednseca, motivaci\u00f3 extr\u00ednseca i experi\u00e8ncia ludificada <\/td>Q\u00fcestionari CEAM II <\/td>Pentatl\u00f3 Actijuegos
<\/em>(~60 h)<\/td><\/tr>
Ferriz-Valero  et al. (2020)<\/td>Grup quasiexperimental no equivalent<\/td>NGE<\/sub><\/em> = 62
NGC<\/sub><\/em> = 65<\/td>		Formaci\u00f3 del professorat d\u2019Educaci\u00f3 F\u00edsica
(Nf<\/sub><\/em> = 54; Nm<\/sub><\/em> = 73)<\/td>		Motivaci\u00f3 intr\u00ednseca, motivaci\u00f3 extr\u00ednseca, rendiment acad\u00e8mic i experi\u00e8ncia ludificada <\/td>Q\u00fcestionari de motivaci\u00f3 CMEF <\/td>ClassCraft <\/em>(~30 h)<\/td><\/tr>
Fern\u00e1ndez-R\u00edo  et al. (2022)<\/td>Grup quasiexperimental no equivalent<\/td>NGE<\/sub><\/em> = 27
NGC<\/sub><\/em> = 27<\/td>		Secund\u00e0ria (3r)<\/em>
(Nf<\/sub><\/em> = 26; Nm<\/sub><\/em> = 28)<\/td>		Motivaci\u00f3 intr\u00ednseca, satisfacci\u00f3 amb l\u2019autonomia, satisfacci\u00f3 amb la compet\u00e8ncia, satisfacci\u00f3 amb el sentit d\u2019identificaci\u00f3 i intenci\u00f3 d\u2019estar f\u00edsicament actiu<\/td>Tres q\u00fcestionaris de motivaci\u00f3: PLOC, Necessitats Psicol\u00f2giques B\u00e0siques i Intencions. <\/td>Dragon Ball Z<\/em> (~14 h)<\/td><\/tr>
Mart\u00edn-Moya  et al. (2018)<\/td>Preexperimental longitudinal amb un sol grup<\/td>NA<\/sub><\/em> = 30 <\/td>Batxillerat (2n)<\/em>
(Nf<\/sub><\/em> = 15; Nm<\/sub><\/em> = 15)<\/td>		Motivaci\u00f3, compet\u00e8ncia motriu autopercebuda i comparativa, comprom\u00eds amb l\u2019aprenentatge, ansietat i por del frac\u00e0s, experi\u00e8ncia ludificada <\/td>Q\u00fcestionari MLPE 
Q\u00fcestionari sociodemogr\u00e0fic<\/td>		DiverHealth<\/em> (~10 h)<\/td><\/tr>
Serrano-Dur\u00e1  et al. (2021)<\/td>Grup quasiexperimental no equivalent<\/td>NGE<\/sub><\/em> = 17  NGC<\/sub><\/em> = 19<\/td>Secund\u00e0ria (1r)<\/em>
(Nf<\/sub><\/em> = 19; Nm<\/sub><\/em> = 17)<\/td>		Coneixements sobre salut i cures de l\u2019esquena, estat d\u2019\u00e0nim, percepci\u00f3 de l\u2019esfor\u00e7, g\u00e8nere, resist\u00e8ncia dels m\u00fasculs flexors i extensors del tronc. <\/td>Dos q\u00fcestionaris te\u00f2rics (COSACUES i COSACUES-AEF-), Escala de sensacions, Escala OMNI, tres proves f\u00edsiques (Pont lateral, Biering-S\u00f8rensen i Planxa d\u2019avantbra\u00e7os)<\/td>Salut de l\u2019esquena<\/em> (~6 h)<\/td><\/tr>
Sotos-Mart\u00ednez  et al. (2022)<\/td>Grup quasiexperimental no equivalent<\/td>NGE<\/sub><\/em> = 133 NGC<\/sub><\/em> = 142<\/td>Secund\u00e0ria<\/em>
(Nf<\/sub><\/em> = 127; Nm<\/sub><\/em> = 148)<\/td>		Necessitats psicol\u00f2giques b\u00e0siques i motivaci\u00f3<\/td>Satisfacci\u00f3 de les necessitats psicol\u00f2giques b\u00e0siques (BPNES) i motivaci\u00f3 (SMS-II versi\u00f3 espanyola)<\/td>ClassCraft <\/em>(~10 h)<\/td><\/tr>
Real-P\u00e9rez
et al. (2021)<\/td>		Grup quasiexperimental no equivalent<\/td>NGE<\/sub><\/em> = 49 <\/em> NGC<\/sub><\/em> = 49<\/em><\/td>Secund\u00e0ria (3r i 4t)
<\/em>(Nf<\/sub><\/em> = 58; Nm<\/sub><\/em> = 40)<\/td>		Suport i satisfacci\u00f3 de les necessitats psicol\u00f2giques b\u00e0siques, motivaci\u00f3 i ambient motivacional<\/td>Suport (CANPB) i satisfacci\u00f3 de les necessitats psicol\u00f2giques b\u00e0siques (BPNES), motivaci\u00f3 (CMEF) i ambient motivacional (PEPS; SSI-EF)<\/td>Dansa africana<\/em> (~10 h)<\/td><\/tr>
NA<\/sub><\/em>\u00a0=\u00a0Mostra de l\u2019alumnat; NP<\/sub><\/em>\u00a0=\u00a0Mostra del professorat; Nf<\/sub><\/em>\u00a0=\u00a0Mostra femenina; Nm<\/sub><\/em>\u00a0=\u00a0Mostra masculina; NGE<\/sub><\/em>\u00a0=\u00a0Mostra de grup experimental; NGC<\/sub><\/em>\u00a0=\u00a0Mostra de grup de control; GE<\/em>\u00a0=\u00a0Grup experimental; CG<\/em>\u00a0=\u00a0Grup de control<\/em><\/td><\/tr><\/tbody><\/table>\n\n\n\n
\n
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