Characteristics and results of the mixed method studies included.<\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/em><\/p>\n\n\n\nReference<\/td> Research design<\/td> Sample<\/td> Sample characteristics <\/td> Variables<\/td> Instruments<\/td> Game-fiction (Length)<\/td><\/tr> Carrasco-Ram\u00edrez
et al. (2019)<\/td>Pre-experimental static single-group action-research<\/td> NEG<\/sub><\/em> = 50
NCG<\/sub><\/em> = 40
NT<\/sub><\/em> = 2<\/td>Bachelor<\/em><\/td> Academic performance, perception, motivation, teacher perception and gamified experience<\/td> Questionnaire, Exam, Evaluation report, Interview, Anecdotal register, Focus group<\/td> Basic physical qualities (~10 h)<\/td><\/tr> D\u00f3lera-Montoya
et al. (2021)<\/td>Quasi-experimental non-equivalent group action-research<\/td> NEG<\/sub><\/em> = 26 NCG<\/sub><\/em> = 19 NT<\/sub><\/em> = 2<\/td> Primary (5th<\/sup>)<\/em>
(Nf<\/sub><\/em> = 18; Nm<\/sub><\/em> = 27)<\/td>Perception, motivation, responsibility, violence, psychological needs, and emotional and social functioning <\/td> Questionnaires (BREQ-2; PSRQ; CUVECO; PNSE and EQ-i:YV), Interview, Student’s diary<\/td> Problem on the Island<\/em> (~4 h) <\/td><\/tr> Fern\u00e1ndez-R\u00edo
et al. (2020)<\/td>Pre-experimental longitudinal single-group action-research<\/td> NS<\/sub><\/em> = 290 NT<\/sub><\/em> = 4<\/td> Primary and Secondary (only 1st<\/sup> and 2nd<\/sup>)<\/em>
(Nf<\/sub><\/em> = 138; Nm<\/sub><\/em> = 152)<\/td>Intrinsic motivation, gamified experience <\/td> Questionnaire Motivation Drawing, Focus group, Teacher diary<\/td> MarvEF<\/em> (~25 h)<\/td><\/tr> Flores-Aguilar et al. (2021)<\/td> Pre-experimental longitudinal single-group action-research<\/td> NS<\/sub><\/em> = 76<\/td> College students from sports sciences<\/td> Motivation, engagement, academic performance, learning, gamified elements, ICT, cooperative learning and formative assessment.<\/td> Self-Questionnaire (11 items) and three open-ended questions. <\/td> Super Mario Bros (~60 h)<\/td><\/tr> Ortega & Chac\u00f3n (2022)<\/td> Pre-experimental longitudinal single-group action-research<\/td> NA<\/sub><\/em> = 111<\/td> Secondary (1st<\/sup>)
<\/em>(Nf<\/sub><\/em> = 60; Nm<\/sub><\/em> = 51)<\/td>Final grades, students’ attitudes, motivation and work done<\/td> Class notebook, Rubric and Teacher’s notebook<\/td> Harry Potter (~10 h)<\/td><\/tr> P\u00e9rez-L\u00f3pez
et al. (2017)<\/td>Pre-experimental static single-group action-research<\/td> NEG<\/sub><\/em> = 73
NCG<\/sub><\/em> = 75<\/td>College students from sports sciences <\/td> Healthy lifestyles and gamified experience<\/td> Questionnaire Green Survey, Overall assessment (only EG)<\/td> The prophecy of the chosen ones <\/em>(~60 h)<\/td><\/tr> Quintero-Gonz\u00e1lez
et al. (2018)<\/td>Pre-experimental single-group action-research<\/td> NS<\/sub><\/em> = 29<\/td> Secondary (2nd<\/sup>)
<\/em>(Nf<\/sub><\/em> = 11; Nm<\/sub><\/em> = 18)<\/td>Motivation, learning, prosocial attitudes, collaboration-cooperation, transfer of learning, gender and gamified experience <\/td> Questionnaire: Diana, Two open-ended questions<\/td> ExpandEF<\/em> (~20 h)<\/td><\/tr> Rodr\u00edguez-Mart\u00edn
et al. (2022)<\/td>Pre-experimental longitudinal single-group action-research<\/td> NS<\/sub><\/em> = 143 (Only girls)<\/em><\/td> Primary <\/em> (5th<\/sup> and 6th<\/sup>)<\/em>
<\/td>Anxiety about failure<\/td> Spanish AMPET questionnaire Four open-ending question<\/td> The trip to Healthy Land<\/em>
(~20 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<\/em><\/td><\/tr><\/tbody><\/table>\n\n\n\n