Self-determination theory–based gamification in vocational high school physical education: Effects on motivation and physical fitness
Dingyi Hou & Marilou Saong
Abstract
Given the dual challenges of declining physical fitness and low engagement in physical education (PE) among vocational high school students, exploring effective instructional interventions is imperative. This study investigated the impact of gamified instruction grounded in Self-Determination Theory (SDT) on students’ learning motivation and physical fitness. A quasi-experimental design was conducted over 12 weeks with 255 Chinese vocational students (experimental n=136; control n=119). The experimental group received a gamified intervention featuring points, badges, leaderboards, and challenges, while the control group followed a standard PE curriculum. Data were analyzed using ANCOVA, hierarchical linear modeling (HLM), and structural equation modeling (SEM). Results indicated that the experimental group exhibited significantly higher levels of positive interest, sports engagement, and autonomous learning compared to the control group (all p < 0.01). Furthermore, the intervention yielded superior composite fitness scores (F = 47.48, p < 0.001). Mediation analysis revealed that motivation partially mediated the relationship between gamified instruction and fitness gains. These findings suggest that SDT-based gamification is an effective strategy for enhancing vocational students' physical outcomes by activating key psychological mechanisms. This study provides empirical evidence and practical insights for PE pedagogical reform in vocational institutions.
Keywords
learning motivation, instructional intervention, hierarchical linear modelling, structural equation modelling, gamified instruction
Author information & Contribution
Dingyi Hou. Doctor of Education Candidate, University of Baguio. Email: dding421@gmail.com
Marilou Saong. Corresponding author: PhD in Education. Professor, University of Baguio. Email: marilousaong@e.ubaguio.edu
"All authors contributed equally to the conception, design, preparation, data gathering and analysis, and manuscript writing. All authors read and approved the final manuscript."
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
Institutional Review Board Statement
The conduct of this study was approved by the University of Baguio Research Ethics Committee. The manuscript does not contain any individual person’s data in any form (including identifiable images), and all results are reported in aggregate.
Data and Materials Availability
The data supporting the findings of this study are available from the corresponding author upon reasonable request.
AI Declaration
AI tools were not used in writing this paper.
Notes
Acknowledgement
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Cite this article:
Hou, D. & Saong, M. (2026). Self-determination theory–based gamification in vocational high school physical education: Effects on motivation and physical fitness. International Journal of Educational Management and Development Studies, 7(1), 178-206. https://doi.org/10.53378/ijemds.353335
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