Autolycus’ Game: Game-Based Learning in Natural Environments for Meaningful Physical Education
Gespeichert in:
| Veröffentlicht in: | Education Sciences vol. 15, no. 12 (2025), p. 1642-1661 |
|---|---|
| 1. Verfasser: | |
| Weitere Verfasser: | , , |
| Veröffentlicht: |
MDPI AG
|
| Schlagworte: | |
| Online-Zugang: | Citation/Abstract Full Text + Graphics Full Text - PDF |
| Tags: |
Keine Tags, Fügen Sie das erste Tag hinzu!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3286276621 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15121642 |2 doi | |
| 035 | |a 3286276621 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Ferriz-Valero Alberto |u Department of General Didactics and Specific Didactics, University of Alicante, 03690 Alicante, Spain; alberto.ferriz@ua.es (A.F.-V.); | |
| 245 | 1 | |a Autolycus’ Game: Game-Based Learning in Natural Environments for Meaningful Physical Education | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Problem solving | ||
| 653 | |a Teaching | ||
| 653 | |a Pedagogy | ||
| 653 | |a Exercise | ||
| 653 | |a Curricula | ||
| 653 | |a University students | ||
| 653 | |a Gamification | ||
| 653 | |a Physical education | ||
| 653 | |a Mixed methods research | ||
| 653 | |a Learning Activities | ||
| 653 | |a Student Attitudes | ||
| 653 | |a Competence | ||
| 653 | |a Environment | ||
| 653 | |a Teacher Leadership | ||
| 653 | |a Psychological Needs | ||
| 653 | |a Teaching Methods | ||
| 653 | |a Need Gratification | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Elementary Education | ||
| 653 | |a Interpersonal Relationship | ||
| 653 | |a College Students | ||
| 653 | |a Student Motivation | ||
| 653 | |a Student Participation | ||
| 653 | |a Decision Making Skills | ||
| 653 | |a Logical Thinking | ||
| 653 | |a Game Based Learning | ||
| 653 | |a Self Determination | ||
| 653 | |a Educational Needs | ||
| 653 | |a Attention | ||
| 653 | |a Technological Advancement | ||
| 653 | |a Publish or Perish Issue | ||
| 653 | |a Educational Strategies | ||
| 700 | 1 | |a Baena-Morales, Salvador |u Department of General Didactics and Specific Didactics, University of Alicante, 03690 Alicante, Spain; alberto.ferriz@ua.es (A.F.-V.); | |
| 700 | 1 | |a Guillén Esmeralda |u Department of Education Studies, Faculty of Education, Complutense University Madrid, 28040 Madrid, Spain | |
| 700 | 1 | |a Piñol-Vázquez, Juan Alejandro |u Department of General Didactics and Specific Didactics, University of Alicante, 03690 Alicante, Spain; alberto.ferriz@ua.es (A.F.-V.); | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 12 (2025), p. 1642-1661 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3286276621/abstract/embedded/160PP4OP4BJVV2EV?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3286276621/fulltextwithgraphics/embedded/160PP4OP4BJVV2EV?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3286276621/fulltextPDF/embedded/160PP4OP4BJVV2EV?source=fedsrch |