Autolycus’ Game: Game-Based Learning in Natural Environments for Meaningful Physical Education

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Detalles Bibliográficos
Publicado en:	Education Sciences vol. 15, no. 12 (2025), p. 1642-1661
Autor principal:	Ferriz-Valero Alberto
Otros Autores:	Baena-Morales, Salvador, Guillén Esmeralda, Piñol-Vázquez, Juan Alejandro
Publicado:	MDPI AG
Materias:	Problem solving Teaching Pedagogy Exercise Curricula University students Gamification Physical education Mixed methods research Learning Activities Student Attitudes Competence Environment Teacher Leadership Psychological Needs Teaching Methods Need Gratification Meta Analysis Elementary Education Interpersonal Relationship College Students Student Motivation Student Participation Decision Making Skills Logical Thinking Game Based Learning Self Determination Educational Needs Attention Technological Advancement Publish or Perish Issue Educational Strategies
Acceso en línea:	Citation/Abstract Full Text + Graphics Full Text - PDF
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Descripción
Resumen:	Within the context of pedagogical renewal in Physical Education, Game-Based Learning (GBL) has emerged as a pedagogical model that can foster students’ motivation and engagement. This study explored university learners’ perceptions of a playful activity in a natural environment, entitled Autolycus’ Game, and its perceived contributions to their holistic development. A total of 114 undergraduate students enrolled in Early Childhood and Primary Education degrees participated in a two-hour session designed as a Breakout EDU in a university park. After the experience, their perceptions were collected through an online semi-structured questionnaire and analysed using qualitative coding techniques in Atlas.ti. Findings indicated that participants perceived Autolycus’ Game as motivating, creativity-enhancing, and supportive of social interaction and cooperative work. Most participants highlighted that this methodology helped them strengthen social and communication skills, while also valuing the use of the natural environment as a didactic resource. At the same time, participants identified areas for improvement—such as repetitive tasks, uneven difficulty across challenges, and limited supervision—that may reduce engagement if not carefully planned. Overall, participants described Autolycus’ Game as a valuable pedagogical strategy that may enrich learning experiences in Physical Education and support socio-emotional and motor competences, although the findings should be interpreted in light of the study’s limitations (single-institution sample, self-reported data, intact class groups taught by the researchers). Future work could examine outdoor Breakout EDU with mixed-methods and longitudinal designs to assess motivational processes and learning outcomes over time.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15121642
Fuente:	Education Database