{"id":59349,"date":"2023-06-28T16:24:28","date_gmt":"2023-06-28T16:24:28","guid":{"rendered":"https:\/\/revista-apunts.com\/tablas\/tabla-1-153-04\/"},"modified":"2023-06-30T10:19:24","modified_gmt":"2023-06-30T10:19:24","slug":"table-1-153-04","status":"publish","type":"tablas","link":"https:\/\/revista-apunts.com\/en\/tablas\/table-1-153-04\/","title":{"rendered":"Table 1 – 153.04"},"content":{"rendered":"\n

Table 1<\/h2>\n\n\n\n

Characteristics of qualitative studies included.<\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/p>\n\n\n\n
Reference<\/td>Research design<\/td>Sample<\/td>Sample characteristics <\/td>Variables<\/td>Instruments<\/td>Game-fiction (Length)<\/td><\/tr>
Arufe-Gir\u00e1ldez (2019)<\/td>Action-research<\/td>NS<\/sub><\/em> = 47 <\/td>Physical Education Teacher Education<\/td>Satisfaction, values formation, motivation, cooperative working, gamified experience <\/td>Open-ended and closed-ended questionnaire<\/td>Fornite PE<\/em> (~1 hour)<\/td><\/tr>
Monguillot-Hernando et al. (2015)<\/td>Action-research<\/td>NS<\/sub><\/em> = 99
NT<\/sub><\/em> = 2  <\/td>		Secondary (2nd<\/sup>)<\/td>Healthy heart rate, motivation, gamified experience <\/td>Open-ended and closed-ended questionnaire, Systematic monitoring, Focus group (teachers)<\/td>Play the game<\/em> (~12 hours)<\/td><\/tr>
P\u00e9rez-L\u00f3pez & Rivera (2017)<\/td>Narrative-Evaluative<\/td>NS<\/sub><\/em> = 69 <\/td>College students from sports sciences<\/td>Learning, classroom environment, methodology and assessment, gamified experience <\/td>Form<\/td>The prophecy of the chosen ones <\/em>(~60 h)<\/td><\/tr>
P\u00e9rez-L\u00f3pez
et al. (2017)<\/td>		Narrative-Evaluative<\/td>NS<\/sub><\/em> = 69<\/td>College students from sports sciences<\/td>Learning, classroom environment, methodology and assessment, gamified experience <\/td>Form<\/td>The Threat of the Sedentaris<\/em> (~60 h)<\/td><\/tr>
P\u00e9rez-L\u00f3pez
et al. (2019)<\/td>		Narrative-Evaluative<\/td>NS<\/sub><\/em> = 59 <\/td>College students from sports sciences
(Nf<\/sub><\/em> = 16; Nm<\/sub><\/em> = 43)<\/td>		Feelings, gamified experience <\/td>Open-ended questionnaire<\/td>Game of Thrones: the wrath of dragons<\/em> (~60 h)<\/td><\/tr>
Rutberg & Lindqvist (2018)<\/td>Action-research<\/td>NS<\/sub><\/em> = 32
NT<\/sub><\/em> = 2 <\/td>		Primary<\/em>
(Nf<\/sub><\/em> = 15; Nm<\/sub><\/em> = 17)<\/td>		School transport active, motivation, learning, gamified experience<\/td>Focus group, Interview<\/td>Active School Transportation (four weeks)<\/td><\/tr>
Rouissi et al. (2020)<\/td>Action-research<\/td>NS<\/sub><\/em> = 102 <\/em><\/td>Secondary (3rd<\/sup>– 4th<\/sup>) and Bachelor (1st<\/sup>)<\/em>
(Nf<\/sub><\/em> = 53; Nm<\/sub><\/em> = 49)<\/td>		Satisfaction, (dis)advantages of gamified experience and gender <\/td>Interview<\/td>Orienteering (<\/em>~2 hours)<\/em><\/td><\/tr>
NS<\/sub><\/em> = Students sample; NT<\/sub><\/em> = Teacher sample; Nf<\/sub><\/em> = Female sample; Nm<\/sub><\/em> = Male sample<\/em><\/td><\/tr><\/tbody><\/table>\n\n\n\n
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