The transition of students to the university stage is a critical period in which there are numerous changes that could influence their lifestyles. The aim of this research was to analyse the levels of physical activity and the types of motivation for physical activity among university students according to gender. A quantitative, descriptive, and cross-sectional survey methodology was used. A total sample of 3060 university students, 47.8% women and 52.2% men, with a mean age of 20.88 ± 2.01 years was recruited. The sampling margin of error was ±1.85%. The short form of the International Physical Activity Questionnaire and the third version of the Behavioural Regulation in Exercise Questionnaire were used to evaluate MVPA and motivations to exercise, respectively. Two-way ANCOVA and a mediation analysis were performed. The most relevant results show that less than half of the university men and women are considered physically active. Furthermore, when analysing the interaction between motivation and gender, a large effect in identified motivation (F = 65.03; p≤ 0.001) and integrated motivation (F = 324.58; p ≤.0.001) and a medium one intrinsic motivation (F = 169.39; p ≤ 0.001) was found. Therefore, women university students have lower levels of physical activity practice than men students and show higher external motivation and demotivation.

This mixed-method study examined the impact of combining virtual reality (VR) and gamification (GAM) with the practice teaching style (PTS) on students’ motor skills and perceived effort in physical education. Participants (n = 75) were divided into three groups: PTS (control), PTS + GAM and PTS + GAM + VR. Each group had two one-hour sessions per week for six weeks. Participants’ motor skills and perceived effort were evaluated quantitatively and qualitatively using tests such as the SportComp Motor, flamingo and plate-tapping tests, as well as the handgrip strength test and the Pictorical Children’s Effort Rating Table. The results indicate that the PTS group reported a higher perceived effort compared to the other groups (p < 0.001). All study groups exhibited improvements in the handgrip strength (p < 0.001) and flamingo (p < 0.05) tests, while lateral jump test improvements were observed only in the two GAM groups (p < 0.001). The VR group showed an improvement in the plate-tapping tests (p < 0.001), while the PTS group exhibited a decline in the displacement with support test (p < 0.05). Participant perceptions suggest that the activity nature, motivation from competition and rewards influenced the perceived effort and motor skills. In conclusion, GAM techniques are effective in reducing perceived effort in physical education programs, and combining GAM with VR enhances improvements in motor skills.

(1) Background: the scientific literature has shown that students’ active involvement in the teaching–learning process significantly improves their learning outcomes. (2) Methods: this study shows the perceptions of seven researchers on the process of inquiring about the effects of the combined use of virtual reality (VR) and a practice teaching style in physical education in secondary educational institutions. (3) Results: the results obtained from the researchers’ diaries and the focus group, through qualitative design, are arranged in the following categories: difficulties in data collection before, during, and after the intervention; perceived differences between VR interventions in laboratory situations and educational contexts; and the perceived transferability of the use of VR devices in the educational context. (4) Conclusions: more research is needed on the use of VR in the educational context, although the results obtained indicate that the teaching–learning process can be enriched by overcoming the difficulties inherent to the use of this technology in a variable context such as education.

La clase invertida se está convirtiendo en un método de enseñanza muy popular en el entorno educativo. Sin embargo, a día de hoy no existen suficientes investigaciones científicas que permitan avalar la idoneidad de la clase invertida como método en todas las áreas y niveles educativos. El objetivo de esta investigación es analizar el rendimiento académico, la satisfacción y la percepción de la experiencia educativa de los estudiantes universitarios hacia el uso del método de flipped classroom. Este estudio, sigue un diseño mixto, en el que a través de técnicas cuantitativas se evaluó el rendimiento académico de los estudiantes y a través de técnicas cualitativas se analizó la satisfacción y percepción de los estudiantes y el docente hacia el método de clase invertida. La muestra total estaba formada por 94 estudiantes universitarios. Los resultados revelan que el alumnado obtuvo mejores resultados académicos con la clase invertida que con el método tradicional. Además, los estudiantes señalan que el método de clase invertida les permite aprovechar mejor el tiempo y tener un mayor aprendizaje. Como inconvenientes de este método destacan la inversión de tiempo previo que tienen que realizar para poder hacer un adecuado uso del método y la importancia de la calidad de los recursos tecnológicos utilizados. Se puede concluir que el método de clase invertida es adecuado para el ámbito universitario, ya que mejora la adquisición de los contenidos y motiva al alumnado, pero requiere de unos adecuados medios tecnológicos.

This study analyses the use of a flipped classroom to develop the ‘learning to learn’ competence in the university context. This research was conducted on a subject about Applied Teaching Methodology included in the Physical Activity and Sports Science degree at the Polytechnic University of Madrid (Spain). A total of 110 university students (mean age 21.6 ± 3.0 years) participated in the research and were divided into two groups: one group (44 students) received an intervention based on the traditional method (with theoretical classes and resolved questions) and the other group (66 students) received an intervention using the flipped classroom method; self-perception of the level of development of the ‘learning to learn’ competence was analysed before and after the intervention. The design involved two groups that followed different types of teaching (traditional vs. flipped classroom) × two moments in time (before and after). This study did not find any significant differences between the traditional and flipped classroom method, in the perception of the development of the ‘learning to learn’ competence.