The use of educational games or some aspects of games in the educational context is known as game-based learning (GBL) or educational gamification. The objectives of this study are to assess the existing evidence about how GBL and gamification have affected the variables studied in each investigation over the past ten years; to analyse the educational levels, variables, dynamics, and types of games; and to determine the advantages of implementing these games in the classroom. A systematic review is proposed utilising the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology across five multidisciplinary databases by conducting an exhaustive search with inclusion and exclusion criteria, examining quantitative experimental studies exploring the use of gamification and GBL in physical education. The results identify GBL and gamification as significant learning methods due to their impact on student motivation, academic performance, and commitment to improving health and physical performance. Consequently, this study implies that more research is needed on the needs and challenges of students when they are learning through GBL or gamification.

Digital game-based learning (DGBL) and Gamification are emerging methodological strategies in education. This research aims to analyze the effects on academic performance and motivation after an experience combining DGBL and Gamification in university students. The sample comprises 126 students, of whom 38 were in the experimental group. Three measurement instruments have been used: an evaluative test to measure academic performance, the Questionnaire on Motivation for Cooperative Playful Learning Strategies (CMELAC) and a questionnaire with three open-ended questions, which complement the measurement of motivation. This analysis is conducted using independent sample t-tests. We undertook a Bonferroni adjustment to the alpha level (new p = 0.017). The results show significant differences in academic performance between the control and experimental groups. Motivation shows high values among all participants. No significant differences were found between the two experimental subgroups when the competition was added to the dynamics. In conclusion, the results of the present study support the gamified DGBL method as an exciting teaching tool that corresponds to students’ active learning and provide valuable immediate feedback on students’ attempts, improvements in academic performance and a high level of motivation.

A sedentary lifestyle, unhealthy eating habits, and substance abuse are increasingly prevalent among adolescents, necessitating effective interventions within educational environments. This study aimed to assess the effectiveness of a fifteen-week gamified intervention to promote healthy habits among 314 secondary school students residing in socially deprived areas. The gamified PBL (Points-Badges and Leaderboard) approach offers a promising strategy to engage students, enhance their knowledge, and influence their physical activity, nutrition, and substance consumption behaviors. Employing a pre-post-test design with a control group, data were collected through Kimed and IPAQ questionnaires evaluating participants' habits. Results revealed statistically significant differences between pretest and post-test scores in the experimental group and significant differences favoring the experimental group. Participating students exhibited improved physical activity and nutrition, alongside a reduction in harmful substance consumption behaviors. These findings suggest that the gamified PBL intervention holds promise in promoting healthier habits among secondary school students, specifically in socially deprived areas, emphasizing the importance of integrating such interventions into educational curricula. Keywords: Gamification; Balanced nutrition; Harmful substance consumption; Secondary school students

El baloncesto es un deporte de equipo, en el que intervienen múltiples variables que afectan al rendimiento de los jugadores. Tanto en los partidos de competición, como en el entrenamiento, los jugadores deben ponerse a prueba para dar lo mejor de ellos mismos. La intención del estudio fue analizar los efectos cardíacos y efectos emocionales que producen los diferentes dominios de acción motriz (tareas psicomotrices, de oposición, de cooperación y cooperación-oposición) sobre los jugadores de un equipo de baloncesto sénior. El estudio se realizó con 10 jugadores de un equipo de baloncesto. Se emplearon 22 tareas motrices de diferentes dominios de acción motriz. En cada tarea se analizó la frecuencia cardíaca media y el porcentaje de la frecuencia cardíaca máxima teórica de las tareas (Variables fisiológicas), a través del “Polar Accurex Plus” y la intensidad emocional mediante la Games and Emotion Scale, GES (Variable emocional). Los resultados confirman que cada familia de tareas desencadena comportamientos fisiológicos y emocionales desiguales. Este hallazgo aporta criterios científicos para la selección de las tareas motrices en el entrenamiento; además ayuda a comprender mejor los efectos fisiológicos y emocionales del baloncesto. Palabras clave. Dominios de acción motriz, Efectos cardíacos, Efectos emocionales, Frecuencia cardíaca, Baloncesto masculino. Basketball is a team sport, in which multiple variables affect the performance of the players. Both in competitive matches and in training, players must be tested to give the best of themselves. The intention of the study was to analyse the cardiac effects and emotional effects produced by the different motor action domains (psychomotor, opposition, cooperation and cooperation-opposition tasks) on the players of a senior basketball team. The study was carried out with 10 players of a basketball team. Twenty-two motor tasks from different motor action domains were used. For each task, the average heart rate and the percentage of the maximum theoretical heart rate of the tasks (physiological variables) were analysed using the "Polar Accurex Plus" and the emotional intensity using the Games and Emotion Scale, GES (Emotional Variable). The results confirm that each task family triggers unequal physiological and emotional behaviours. This finding provides scientific criteria for the selection of motor tasks in training and helps to better understand the physiological and emotional effects of basketball. Keywords. Motion action domains, Cardiac effects, Emotional effects, Heart Rate, Male basketball.