Feasibility of utilizing gamified learning as a motivational strategy for promoting physical activity participation and healthy eating among college students

Abstract

Emerging adulthood is a developmental stage influenced by the regularity of healthy behaviors. Gamification is the motivational strategy using virtual rewards and social comparison. This study aimed to explore the feasibility and proof of concept of utilizing digital badges, leaderboards, and quests as gamified learning in a health course. All data were collected using a pre/posttest format from first-year college students (n = 159; female = 42%). Employing a quasi-experimental design with the students in gamified/non-gamified conditions, Fitbit monitored physical activity (PA), and healthy eating (survey and diet recall) pre/post treatment. A covariance analysis demonstrated that gamification positively influenced students’ participation in light PA (p = .035, η2 = 0.03) and healthy eating (p = .008, η2 = 0.049) over the content matched control group. Integrating gamified elements into health education is feasible and advantageous to increase participation in activities such as walking and healthy eating.

Keywords:

• behavior change
• gamification
• leaderboard
• online badges
• quests

Conflict of interest disclosure

The authors have no conflicts of interest to report. The authors confirm that the research presented in this article met the ethical guidelines, including adherence to the legal requirements, of United States and received approval from the University of Texas at Austin.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.