School-Based Interventions for Promoting Physical Activity Using Games and Gamification: A Systematic Review Protocol
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AuthorSaucedo Araújo, Romina Gisele; Chillón Garzón, Palma; Pérez López, Isaac José; Barranco Ruiz, Yaira María
Saucedo-Araujo, R. G., Chillón, P., Pérez-López, I. J., & Barranco-Ruiz, Y. (2020). School-Based Interventions for Promoting Physical Activity Using Games and Gamification: A Systematic Review Protocol. International journal of environmental research and public health, 17(14), 5186. [doi:10.3390/ijerph17145186]
SponsorshipSpanish Ministry of Economy, Industry and Competitiveness; European Regional Development Fund (MINECO/FEDER, UE) DEP2016-75598-R; University of Granada, Plan Propio de Investigacion 2016, Excellence actions: Units of Excellence; Unit of Excellence on Exercise and Health (UCEES); Junta de Andalucia; European Union (EU) SOMM17/6107/UGR
Games and/or gamification seem to be a promising area for educational and health research. These strategies are being increasingly used for improving health indicators, even in educational settings; however, there is little information about these terms within the school to promote physical activity (PA). Objective: the aim of this study is to describe a systematic review protocol of school-based interventions for promoting PA in pre-schoolers, children, and adolescent students using games and gamification. Methods: This review protocol is registered in International prospective register of systematic reviews (PROSPERO) (CRD42019123521). Scientific databases include PubMed, Web of Science, SportDiscus, Cochrane Library, ERIC, and PsycINFO. A standardized procedure will be executed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol (PRISMA-P) checklist for conducting systematic review protocols and the PICOS (Population, Interventions, Comparators, Outcomes, and Study design) tool to address an appropriate search strategy. Detailed information will be extracted, including a quantitative assessment using effect sizes to compare the interventions and a qualitative assessment using the Evaluation of Public Health Practice Projects (EPHPP) tool. Conclusion: This systematic review protocol contributes to establishing future systematic reviews using games and gamification strategies in school settings in order to examine their effect on PA outcomes among youth. Additionally, an update and clarification on the different terms in the school context have been included.