Characteristics and results of quantitative studies non-randomised included.<\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/p>\n\n\n\nReference<\/td> Research design (N<\/em>)<\/td> Sample<\/td> Sample characteristics <\/td> Variables<\/td> Instruments<\/td> Game-fiction (Length)<\/td><\/tr> Casta\u00f1eda-V\u00e1zquez et al. (2019)<\/td> Pre-experimental single-group<\/td> NS<\/sub><\/em> = 64<\/td> Physical Education
Teacher Education
(Nf<\/sub><\/em> = 40; Nm<\/sub><\/em> = 24)<\/td>Intrinsic motivation, extrinsic motivation and gamified experience <\/td> Questionnaire CEAM II <\/td> Actijuegos Pentathlon
<\/em>(~60 h)<\/td><\/tr>Ferriz-Valero et al. (2020)<\/td> Quasi-experimental non-equivalent group<\/td> NEG<\/sub><\/em> = 62
NCG<\/sub><\/em> = 65<\/td>Physical Education
Teacher Education
(Nf<\/sub><\/em> = 54; Nm<\/sub><\/em> = 73)<\/td>Intrinsic motivation, extrinsic motivation, academic performance and gamified experience <\/td> Motivational Questionnaire CMEF <\/td> ClassCraft <\/em>(~30 h)<\/td><\/tr> Fern\u00e1ndez-R\u00edo et al. (2022)<\/td> Quasi-experimental non-equivalent group<\/td> NEG<\/sub><\/em> = 27
NCG<\/sub><\/em> = 27<\/td>Secondary (3rd<\/sup>)<\/em>
(Nf<\/sub><\/em> = 26; Nm<\/sub><\/em> = 28)<\/td>Intrinsic motivation, autonomy satisfaction, competence satisfaction, relatedness satisfaction, and intention to be physically active<\/td> Three motivational questionnaires: PLOC, Basic Psychological Needs and Intentions. <\/td> Dragon Ball Z<\/em> (~14 h)<\/td><\/tr> Mart\u00edn-Moya
et al. (2018)<\/td>Pre-experimental longitudinal single-group<\/td> NS<\/sub><\/em> = 30 <\/td> Bachelor (2nd<\/sup>)<\/em>
(Nf<\/sub><\/em> = 15; Nm<\/sub><\/em> = 15)<\/td>Motivation, self-perceived and comparative motor competence, commitment to learning, anxiety and fear to failure, gamified experience <\/td> MLPE Questionnaire Sociodemographic questionnaire<\/td> DiverHealth<\/em> (~10 h)<\/td><\/tr> Serrano-Dur\u00e1
et al. (2021)<\/td>Quasi-experimental non-equivalent group<\/td> NGE<\/sub><\/em> = 17 NGC<\/sub><\/em> = 19<\/td> Secondary (1st<\/sup>)<\/em>
(Nf<\/sub><\/em> = 19; Nm<\/sub><\/em> = 17)<\/td>Health and back care knowledge, mood state, perception of effort, gender, resistance of flexor and extensor muscles of the trunk. <\/td> Two theoretical questionnaires (COSACUES and COSACUES-AEF-), Feeling scale, OMNI scale, Three physical tests (Side bridge, Biering-S\u00f8rensen and Forearm plank)<\/td> Back health (~6 h)<\/td><\/tr> Sotos-Mart\u00ednez
et al. (2022)<\/td>Quasi-experimental non-equivalent group<\/td> NEG<\/sub><\/em> = 133 NCG<\/sub><\/em> = 142<\/td> Secondary<\/em>
(Nf<\/sub><\/em> = 127; Nm<\/sub><\/em> = 148)<\/td>Basic Psychological Needs and motivation<\/td> Satisfaction for basic psychological needs (BPNES) and motivation (SMS-II spanish version)<\/td> ClassCraft <\/em>(~10 h)<\/td><\/tr> Real-P\u00e9rez et al. (2021)<\/td> Quasi-experimental non-equivalent group<\/td> NEG<\/sub><\/em> = 49 <\/em> NCG<\/sub><\/em> = 49<\/em><\/td> Secondary (3rd<\/sup> and 4th<\/sup>)
<\/em>(Nf<\/sub><\/em> = 58; Nm<\/sub><\/em> = 40)<\/td>Support and satisfaction for basic psychological needs, motivation and motivational climate<\/td> Support (CANPB) and satisfaction for basic psychological needs (BPNES), motivation (CMEF) and motivational climate (PEPS; SSI-EF)<\/td> African dance (~10 h)<\/td><\/tr> NS<\/sub><\/em> = Students sample; NT<\/sub><\/em> = Teacher sample; Nf<\/sub><\/em> = Female sample; Nm<\/sub><\/em> = Male sample; NEG<\/sub><\/em> = Experimental group sample; NCG<\/sub><\/em> = Control group sample; EG<\/em> = Experimental group; CG<\/em> = Control group<\/em><\/td><\/tr><\/tbody><\/table>\n\n\n\n