Integrating game-based learning into Physical Education: effects on literacy and numeracy in early primary students
DOI:
https://doi.org/10.47197/retos.v75.117399Keywords:
Game-based learning, Physical Education, embodied learning, literacy, numeracy, primary schoolAbstract
Introduction: Physical Education (PE) can incorporate academic objectives without diminishing activity levels. Integrating Game-Based Learning (GBL) into PE may improve students' reading and numeracy while sustaining engagement.
Objective: The study to investigate the impact of GBL-integrated PE sessions on the literacy and numeracy skills of early primary students.
Methodology: A quasi-experimental pretest–posttest control group design was implemented, which included 154 first-grade students (mean age = 6.8 years). The experimental group (n = 78) engaged in five PE–GBL sessions that integrated physical activity with academic activities, while the control group (n = 76) attended conventional PE lessons. Performance-based evaluations evaluated reading and numeracy prior to and subsequent to the intervention. Data were examined employing non-parametric test.
Results: The experimental group exhibited substantial enhancements in literacy (Z = –7.38, p < 0.001, r = 0.83) and numeracy (Z = –7.68, p < 0.001, r = 0.87). Comparisons between groups indicated that the experimental group achieved superior posttest scores in literacy (Z = –3.89, p < 0.001) and numeracy (Z = –5.63, p < 0.001), with the most pronounced effect shown in numeracy improvements (H(1) = 14.57, p < 0.001).
Discussion: The findings confirm that physically active, GBL strengthens cognitive engagement and executive functioning relevant to academic learning.
Conclusions: GBL based on PE is a instructional model that is both effective and feasible for the purpose of improving academic performance, particularly in the area of numeracy, while simultaneously upholding the core objectives of PE.
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