ArticleInternational journal of school health2026
From Game to Gain: The Effect of Gamification on Students' Sporting Capital in Health-Promoting Schools.
Article in International journal of school health, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: The increasing prevalence of physical inactivity among adolescents has raised major health concerns worldwide. Schools, as key social institutions, play a crucial role in fostering lifelong active lifestyles. This study investigated whether a gamified physical education (PE) intervention within Health-Promoting Schools (HPS) could enhance students' sporting capital. Methods: In this quasi-experimental study with a pretest-posttest control group design, 244 Iranian students (aged 13-16) were randomly allocated into four groups; two control groups of boys/girls and two experimental groups of boys/girls. A six-week gamified intervention was implemented in experimental groups. Research tools included a 25-item Sporting Capital Questionnaire (SCQ), the Perceived Parental Sport Support Scale (PPSSC) and the Sense of Socialization Scale (SSS), administered at Week 0 (pre-test) and Week 7 (post-test). Statistical tests comprised assumption checks (Shapiro-Wilk, Levene), baseline comparisons (independent samples t-tests, χ²), within-group analyses (paired t-tests), between-group comparisons using ANCOVA with pre-test scores as covariates, interaction exploration via multiple regression, and reporting of effect sizes (Cohen's d, partial η²). Results: Significant improvements were observed in the experimental groups as compared with the control groups across all three dimensions of sporting capital. For example, post-test scores for sporting capital increased from 63.1±5.4 to 74.8±6.2 in girls and from 61.5±5.6 to 72.9±6.4 in boys. Gender did not moderate the intervention effect (P=0.198), but perceived parental support positively influenced outcomes (P=0.004). Also, sense of socialization had a weak moderating effect (P=0.057). Conclusions: Gamified physical education (PE), embedded in Health-Promoting Schools (HPS) contexts and supported by families, can effectively build students' sporting capital beyond short-term motivation. Schools should adopt structured gamified modules, empower teachers with training, and engage parents to strengthen students' commitment to active lifestyles.
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