Enhancing Physical Education Through Gamification and Ergonomics: A Literature Review

Abstract

Gamification, defined as the application of game-like elements in non-game contexts to enhance motivation and engagement, has emerged as a promising strategy in physical education, enhancing student motivation, engagement, and physical activity through the integration of game-like elements into educational practices. However, the design and implementation of these platforms often overlook crucial ergonomic principles, which could have affected both the learning experience and the physical and cognitive well-being of users. This literature review aimed to examine the application of ergonomic principles in gamified physical education platforms, assess their impact on motivation and learning outcomes, and offer recommendations for improving future designs. Following a comprehensive literature search, eight peer-reviewed articles published between 2013 and 2024 were reviewed. The findings emphasized the importance of accessibility, cognitive load management, and visual design in creating effective gamified learning environments. Although the potential of gamification in physical education was evident, several gaps, including the lack of longitudinal studies and limited attention to diverse and disadvantaged contexts, needed to be addressed to create more inclusive, safe, and effective platforms. This review identified key gaps in ergonomic design within gamified PE platforms and highlighted the need for future research to standardize ergonomic frameworks and expand inclusivity in educational game-based environments. Specific recommendations included integrating accessibility features, managing cognitive load, and designing user-centered platforms for diverse contexts.

1. Introduction

Gamification, defined as the application of game-design elements in non-game contexts, has gained significant traction in educational settings, particularly within physical education (PE) [1]. By incorporating elements such as progression, points, choices, rules, achievements, avatars, feedback, cooperation, and bonuses, educators aim to enhance motivation, engagement, and learning outcomes, which are key determinants of student success [2]. Research has demonstrated that gamification fosters intrinsic motivation by leveraging reward systems and goal-setting strategies, leading to increased participation and sustained attention in PE activities [3]. Additionally, gamified environments encourage active engagement, as students perceive learning as an interactive and enjoyable experience rather than a passive task [4]. Studies have also shown that well-designed gamification enhances learning outcomes, improving knowledge retention and practical skill acquisition by integrating immediate feedback mechanisms and structured progression models [5].

However, the integration of gamified platforms in PE often overlooks critical ergonomic principles. Ergonomics, the science of designing environments to fit the users’ needs, capabilities, and limitations, plays a vital role in educational contexts [3]. Proper ergonomic design can significantly impact student success by making learning environments more comfortable, thereby enhancing focus and engagement [4]. In the realm of educational technology, ergonomics ensures that digital tools are user-friendly and accessible, aligning with the physical and cognitive characteristics of learners [4].

The intersection of gamification and ergonomics is critical, as effective game-based learning relies on designs that align with users’ physical and cognitive needs [5]. Despite this, limited research exists on applying ergonomic principles within gamified PE.

Despite the recognized importance of ergonomics in instructional design, there is a paucity of research examining its application within gamified PE settings [6]. This gap is concerning, as neglecting ergonomic considerations can lead to discomfort, decreased engagement, and even physical strain among students [7]. Therefore, it is imperative to explore how ergonomic principles are—or should be—integrated into gamified PE platforms to optimize both educational outcomes and student well-being.

The integration of ergonomic principles in gamified PE is crucial for optimizing user experience and preventing physical and cognitive strain [8]. Recognized ergonomic frameworks, such as Human Factors Design, Cognitive Load Theory, and Usability Heuristics, provide valuable insights into designing user-centered gamification strategies [9]. These models emphasize adaptive learning environments, workload balance, and accessibility, ensuring inclusivity and effectiveness in diverse educational contexts.

This literature review seeks to address the gap by examining the intersection of gamification and ergonomics in physical education. Although gamification in education has been extensively researched, the integration of ergonomic principles within this context remains underexplored, particularly in physical education settings. This study addresses this gap by evaluating the impact of ergonomic principles on gamified PE platforms and their role in enhancing motivation, engagement, and learning outcomes. By incorporating theoretical perspectives on motivation, engagement, and cognitive processing, this review aims to provide a comprehensive framework for understanding the effectiveness of ergonomic gamification in PE. This review aims to (1) evaluate how ergonomic principles are applied in gamified PE platforms, (2) assess their impact on motivation, engagement, and learning outcomes, and (3) propose recommendations for designing user-centered, inclusive gamified platforms. By addressing these objectives, this review seeks to provide educators, instructional designers, and researchers with insights into creating more effective and user-centered gamified learning environments in PE.

2. Materials and Methods

A comprehensive literature review was conducted following guidance from prior research practice by Kitchenham [10], with searches performed across several academic databases, including Google Scholar, Web of Science, Scopus, ERIC, and PubMed. The search was executed in January 2025, and the search terms for this literature review were derived from prior searches conducted by Arufe-Giraldez et al. [11], Buckley and Doyle [12], and Subhash and Cudney [13] with certain modifications specifically tailored to the scope of this review.

This literature review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to ensure a transparent and replicable research process [14]. The methodology comprised the following steps.

2.1. Research Question Formulation

The primary research question guiding this review was “How are ergonomic principles integrated into gamified PE platforms, and what impact do they have on student outcomes?”

2.2. Eligibility Criteria

Inclusion criteria were established to ensure the selection of relevant studies. Studies were included if they were published between 2013 and 2024, peer-reviewed, focused on gamification in PE contexts, evaluated ergonomic principles in digital platforms, and were available in English. Exclusion criteria comprised studies unrelated to education, those lacking an ergonomics or gamification focus, and non-peer-reviewed literature such as editorials and conference abstracts.

2.3. Search Strategy

The search strategy was carefully developed using Boolean operators and keywords to identify relevant studies. The filters applied include a date range from 2013 to 2024 and a restriction to English-language studies. Variations in syntax were tailored to each database, as shown in

Table 1. Literature review sources: searched databases, strings, and number of results.

Database	Search String	Results
PubMed	(“gamification” OR “game-based learning”) AND (“education” OR “Physical Education”) AND (“ergonomics” OR “human factors” OR “user-centered design”) AND (“educational technology”)	1
Scopus	TITLE-ABS-KEY ((“gamification” OR “game-based learning”) AND (“education” OR “Physical Education”) AND (“ergonomics” OR “human factors” OR “user-centered design”) AND (“educational technology”))	2
Web of Science	TS = (“gamification” OR “game-based learning”) AND TS = (“education” OR “Physical Education”) AND TS = (“ergonomics” OR “human factors” OR “user-centered design”) AND TS = (“educational technology”)	28
ERIC	(“gamification” OR “game-based learning”) AND (“education” OR “physical education”) AND (“ergonomics” OR “human factors” OR “user-centered design”)	9
Google Scholar	“gamification” OR “game-based learning” AND “physical education” OR “PE” AND “ergonomics” OR “human factors” OR “user-centered design” AND “educational technology”	1940
Total		1980

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2.4. Study Selection

The study selection process was meticulously structured to enhance transparency and rigor. Initially, duplicate records were systematically removed using reference management software. Next, titles and abstracts underwent a comprehensive screening by an independent reviewer to assess their alignment with the predefined eligibility criteria. Articles meeting these criteria were then subjected to an in-depth full-text evaluation by multiple reviewers to minimize bias. To further ensure transparency, detailed records of each selection stage were maintained, and the entire process was systematically documented using a PRISMA flow diagram.

2.5. Data Extraction

A standardized data extraction form was utilized to collect pertinent information from each included study:

• Study Characteristics: Authors, publication year, country, study design.
• Participant Details: Sample size, age range, educational level.
• Intervention Characteristics: Description of the gamified platform, ergonomic principles applied.
• Outcomes Measured: Metrics related to motivation, engagement, and learning outcomes assessments.
• Given the scope as a literature review rather than a systematic review, no formal quality assessment tool was employed.

2.6. Data Synthesis

Given the anticipated heterogeneity in study designs, interventions, and outcomes, a narrative synthesis approach was adopted to provide a comprehensive analysis. The key themes were identified through thematic analysis related to ergonomic principles and gamified learning outcomes. Data analysis was conducted using NVivo version 12. A predefined coding framework was developed, focusing on ergonomic principles such as cognitive load management, accessibility, and user-centered design. This included a thematic analysis to identify common themes related to ergonomic principles and their impact on gamified PE platforms, as well as the use of descriptive statistics to summarize study characteristics and findings through tables and figures. The synthesis aimed to present a thorough overview of the current state of research while highlighting gaps that require further investigation.

2.7. Ethical Considerations

As this study involved the analysis of publicly available data, no formal ethical approval was required. However, ethical principles, including transparency, accuracy, and respect for intellectual property, were strictly adhered to throughout the research process.

3. Results

This section presents the findings from the literature review, including the PRISMA flow diagram, a comprehensive table summarizing the eight included studies, and an analysis of the extracted data.

3.1. Study Selection Process

The study selection process adhered to PRISMA guidelines [14]. The initial database search yielded 1980 articles. After removing duplicates and applying the inclusion and exclusion criteria, eight studies were deemed eligible for inclusion in this review. The PRISMA flow diagram illustrating this process is presented in Figure 1.

Studies were included based on their explicit focus on gamified PE and ergonomic principles, ensuring relevance to the research question. Those excluded lacked either a gamification or ergonomic component, limiting their applicability to this review.

3.2. Characteristics of Included Studies

A detailed summary of the eight studies included is provided in

Table 2. Included studies.

Study Characteristics	Participant Details	Intervention Characteristics	Outcomes Measured
Authors: Dominguez et al. Year: 2013 Country: Spain [15]	Study Design: Experimental Sample Size: 70 Age Range: University students	Educational Level: Higher education Description: Gamified e-learning platform Ergonomic Principles: Likely includes task structuring and active learning	Motivation: Higher motivation in practical assignments Engagement: Positive effect on student engagement Learning Outcomes: Lower performance in written assignments
Authors: Fernandez-Rio et al. Year: 2020 Country: Spain [2]	Study Design: Quantitative and mixed Sample Size: 290 Age Range: Primary and secondary school students	Educational Level: Primary and Secondary Description: Gamified learning environment based on superheroes over 30 sessions Ergonomic Principles: Not detailed, but likely supports active learning	Motivation: Increased intrinsic motivation among students Engagement: Positive engagement as a result of the gamified environment Learning Outcomes: Improved motivation towards learning
Authors: Hanus & Fox Year: 2015 Country: USA [16]	Study Design: Longitudinal Sample Size: 80 Age Range: University students	Educational Level: Higher education Description: Longitudinal study of gamification effects on a college course Ergonomic Principles: Likely involves task structuring, long-term engagement	Motivation: Initial increase in motivation, diminishing over time Engagement: Short-term engagement improvement Learning Outcomes: Decline in effectiveness over time
Authors: Johnson et al. Year: 2016 Country: USA [17]	Study Design: Experimental Sample Size: 60 Age Range: University students	Educational Level: Higher education Description: Gamified mobile application for learning Ergonomic Principles: Likely involves usability in mobile learning	Motivation: Improvement in engagement, not in learning outcomes Engagement: Positive improvement in engagement Learning Outcomes: No improvement in learning outcomes
Authors: Koivisto & Hamari Year: 2019 Country: Finland [18]	Study Design: Survey study Sample Size: 375 Age Range: Fitness app users	Educational Level: Fitness-focused Description: Survey study on gamification in fitness applications Ergonomic Principles: App usability, ease of navigation in a fitness context	Motivation: Positive correlation with gamified elements in fitness apps Engagement: Increased use of fitness apps Learning Outcomes: Not specifically assessed
Authors: Landers et al. Year: 2015 Country: USA [19]	Study Design: Experimental Sample Size: 120 Age Range: University students	Educational Level: Higher education Description: Gamified quizzes in an online course Ergonomic Principles: Quiz design, feedback integration, and timely interaction	Motivation: Increased engagement in the gamified condition Engagement: Enhanced student engagement Learning Outcomes: Performance improvement in the gamified group
Authors: Mekler et al. Year: 2017 Country: Switzerland [20]	Study Design: Experimental Sample Size: 150 Age Range: Online participants	Educational Level: General online participants Description: Investigated the effects of points, levels, and leaderboards on intrinsic motivation Ergonomic Principles: Gamified elements design focusing on user engagement	Motivation: No significant effect on intrinsic motivation Engagement: Mixed results; effectiveness depends on context Learning Outcomes: Not significantly impacted by gamified elements
Authors: Sailer et al. Year: 2017 Country: Germany [21]	Study Design: Experimental Sample Size: 199 Age Range: University students	Educational Level: Higher education Description: Investigated the effects of game elements on motivation Ergonomic Principles: Likely includes feedback, reward structures, and goal setting	Motivation: Specific game elements enhanced intrinsic motivation Engagement: Positive impact on student engagement Learning Outcomes: No direct measurement of learning outcomes

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3.3. Results Analysis

The literature review analyzed eight peer-reviewed studies that investigated the integration of gamification within PE. The findings demonstrated that gamified interventions generally enhance motivation, engagement, and participation in physical activities. However, the review also highlighted significant limitations, such as a lack of standardized methodologies and long-term studies to assess the sustained impact of these interventions. Below, the findings are expanded in detail, supported by a broader analysis.

A comparative analysis reveals that while all included studies report positive motivational impacts, the variability in ergonomic design implementation underscores a lack of standardization, affecting generalizability.

3.3.1. Study Designs

The studies in this review show a predominance of experimental designs. Specifically, 62.5% of the studies employed experimental designs, reflecting a focus on controlled interventions and direct outcomes measurement. 12.5% of the studies utilized quantitative approaches, providing numerical data to assess the effects of gamified interventions. 12.5% of the studies were longitudinal, allowing for an understanding of the long-term effects of gamification in education. Finally, 12.5% of the studies employed survey methods, typically used to collect broader data on user perceptions and behaviors in relation to gamification.

3.3.2. Sample Size Distribution

The studies also varied in sample size. 50% of the studies had medium-sized samples, ranging from 50 to 100 participants. This group indicates a balanced sample size that can offer a reasonable degree of statistical reliability. Additionally, 50% of the studies involved large sample sizes of more than 100 participants, ensuring robust data for analysis and generalizability of results.

3.3.3. Educational Level of Participants

In terms of participant demographics, the majority of studies focused on higher education settings, with 75% of the studies involving university students. This reflects the growing interest in applying gamification principles in advanced educational contexts. A smaller proportion of the studies targeted primary and secondary education (12.5%) and fitness-focused participants (12.5%). Notably, one study involved a general participant group, indicating the broader appeal of gamification beyond traditional educational settings.

These findings highlight key trends in the application of gamification across various educational levels and settings, with experimental studies and university students being the most common focus. The sample sizes generally lean towards larger cohorts, ensuring reliable results, though small-scale studies also contribute valuable insights. The intervention characteristics, particularly in higher education and fitness contexts, suggest diverse approaches to gamified learning, with an emphasis on user engagement and motivation.

4. Discussion

This review highlights that gamification in PE enhances student motivation and engagement, yet ergonomic considerations remain underexplored. Our findings indicate that while gamified platforms contribute positively to learning experiences, inadequate ergonomic designs may introduce cognitive and physical strain, necessitating further refinement in user-centered design approaches.

A comparative analysis of reviewed studies reveals that while gamification generally enhances motivation, its effectiveness varies based on design factors such as feedback mechanisms, accessibility features, and the duration of engagement. Short-term gamification interventions showed immediate motivational benefits, whereas long-term implementations required adaptive strategies to sustain engagement.

4.1. Motivation and Engagement

Gamified PE interventions have consistently demonstrated an increase in student motivation. For example, a superhero-themed gamified learning environment, implemented over 30 sessions for primary and secondary education students, resulted in a significant increase in intrinsic motivation, attributed to the engaging and immersive nature of the intervention [2]. Similarly, a gamified session inspired by the Fortnite video game improved both motivation and teamwork among university students [21]. Game elements, such as points, rewards, and leaderboards, have been identified as key drivers of motivation, creating a sense of accomplishment and competition that encourages active participation in PE activities [18].

However, the effectiveness of these interventions can be context-dependent. While gamification has been shown to improve student engagement, its motivational impact can be influenced by the design of the game mechanics. Overly complex systems or poorly executed game elements may reduce the intended benefits, as noted by Mekler et al. [20], highlighting the importance of thoughtful design to maximize the impact of gamified interventions.

The predominance of studies focusing on university students highlights a gap in understanding gamification’s impact across diverse educational levels and demographics. Future research should address this imbalance by including primary, secondary, and underrepresented populations.

4.2. Physical Activity and Skill Development

The role of gamification in promoting physical activity has been well-documented. For instance, wearable devices integrated with gamified elements, such as badges and leaderboards, have been shown to improve adherence to fitness programs and positively impact physical activity outcomes [18]. Furthermore, gamified interventions have demonstrated significant benefits in skill development. Game-based modules aimed at enhancing motor skills have shown improvements in hand-eye coordination and movement precision among elementary students [17]. These findings align with Sailer et al. [21], who emphasized that well-designed game mechanics provide immediate feedback, aiding in the development of physical skills.

4.3. Academic Performance

While gamification has demonstrated motivational benefits, its impact on academic performance remains inconclusive. Although gamification has improved practical assignment scores, studies indicate limited effects on theoretical assessments [15]. This suggests that gamification may be more effective in enhancing practical, hands-on learning experiences rather than theoretical knowledge. Hanus and Fox [16] also pointed out that while initial increases in motivation are often observed, these benefits may not always translate into sustained academic improvements. Their longitudinal study revealed diminishing returns in motivation over time, suggesting that sustainable gamified interventions are needed to maintain engagement and improve academic performance in the long run.

4.4. Ergonomic Considerations

Ergonomics plays a critical role in the effectiveness of gamified PE interventions. Although few studies explicitly address ergonomic principles, it is essential that gamified platforms are designed with user comfort and accessibility in mind. For example, wearable devices used in gamified PE must be designed to prevent physical strain and ensure long-term comfort [16]. Furthermore, user-centered designs should be prioritized to accommodate students with disabilities, ensuring that all participants can benefit from the intervention [2]. As noted by Mekler et al. [20], the lack of customization in many gamified platforms can hinder inclusivity, underscoring the need for interventions that consider ergonomic principles to maximize the benefits of gamification for all students.

Ergonomic considerations in gamified PE are pivotal yet often overlooked. For instance, platforms should incorporate adaptive interfaces to accommodate students with disabilities, manage cognitive load through simplified navigation, and prioritize physical comfort through well-designed wearable devices [16].

The findings suggest that cognitive load management and accessible design are crucial for effective gamified interventions. For instance, poorly executed game elements can reduce engagement, as highlighted in the variability of outcomes across studies [20]. Addressing these gaps through careful design can significantly improve both short- and long-term outcomes.

Effective ergonomic strategies in gamified PE should prioritize cognitive load management, adaptive interface design, and physical comfort. Specific solutions include incorporating accessibility features for students with disabilities, optimizing visual layouts to minimize eye strain, and designing wearable devices that prevent musculoskeletal discomfort [16]. Future platforms should integrate real-time feedback mechanisms to adjust difficulty levels dynamically, ensuring an optimal balance between engagement and mental workload [20].

4.5. Implications

The integration of gamification in PE has proven to be an effective strategy for improving student motivation, engagement, and physical activity levels. However, the impact on academic performance remains uncertain, necessitating further research to establish best practices for gamification in educational contexts. Future studies should focus on conducting longitudinal research to assess the long-term effects of gamified interventions, standardizing methodologies to facilitate more robust comparisons across studies, and incorporating ergonomic principles into the design of gamified platforms to ensure inclusivity and user comfort. Addressing these gaps will enable educators and developers to leverage gamification to its full potential, creating engaging, inclusive, and effective PE environments.

4.6. Practical Applications

The integration of gamification in sport science curricula presents significant opportunities, particularly for remote learning environments. During the COVID-19 pandemic, gamified platforms enabled interactive and practice-oriented teaching, facilitating skill acquisition despite physical distancing constraints [22]. Moving forward, institutions should leverage these insights to develop hybrid learning models that blend gamified PE interventions with traditional instruction. Additionally, policymakers should consider ergonomic guidelines when designing digital PE resources to maximize accessibility and effectiveness.

4.7. Limitations

Although the reviewed studies provide promising evidence regarding the benefits of gamification in PE, several limitations must be acknowledged. A primary limitation is the lack of longitudinal studies. The majority of studies reviewed are short-term, which makes it challenging to assess the long-term sustainability of gamified interventions and their continued impact over extended periods. Additionally, the diversity in research methodologies and assessment tools across the studies complicates the process of conducting meta-analyses and drawing generalized conclusions. This variability in research design limits the ability to compare results consistently. Another limitation is the limited focus on ergonomic considerations in gamified interventions. Despite the recognized importance of ergonomic design to ensure user comfort and accessibility, few studies have explicitly addressed these principles, which may hinder the overall effectiveness and comfort of the programs, particularly for students with diverse needs.

A key limitation of existing research is the predominant focus on higher education, leaving primary and secondary education contexts underexamined. This imbalance restricts the generalizability of findings, underscoring the need for future research to explore gamification’s impact on younger student populations and diverse learning environments.

This literature review did not perform a formal quality assessment of the included studies, which limits the robustness of the synthesis.

Furthermore, the reliance on self-reported measures in most studies introduces potential biases, and the small sample sizes in some cases limit the statistical power and generalizability of findings.

4.8. Future Research

While the potential of gamification in PE is substantial, its successful implementation requires addressing existing gaps in the literature. Future research should focus on investigating the long-term effects of gamification on student motivation, engagement, and academic outcomes. As the current body of research largely consists of short-term studies, exploring the sustained impact of gamified interventions will be crucial in understanding their broader implications. Furthermore, the integration of emerging technologies, such as virtual reality and augmented reality, into gamified interventions presents a promising area for exploration. These technologies have the potential to create more immersive and engaging learning experiences. It is also important to examine how cultural and demographic factors influence the effectiveness of gamified programs. Understanding how different student populations respond to gamification could help tailor interventions to specific needs. Finally, research should focus on best practices for designing inclusive, user-centered platforms that adhere to ergonomic standards. By addressing these areas, researchers and educators will be able to refine gamified learning strategies, ultimately creating more engaging, effective, and inclusive educational experiences in PE.

Randomized controlled trials should be conducted to establish causality between gamification interventions and learning outcomes. Mixed-methods approaches combining quantitative metrics with qualitative insights would also provide a more holistic understanding. Future research should prioritize longitudinal studies to assess the sustained effects of gamification, ensuring that digital learning tools optimize both educational outcomes and student well-being.

Additionally, future studies should explore how cultural and demographic factors, such as socioeconomic status and geographic location, influence the effectiveness of gamified interventions, tailoring strategies to diverse contexts.

5. Conclusions

This review highlights the potential of gamified PE platforms to enhance student engagement and motivation while underscoring critical gaps in ergonomic design. This review uniquely contributes to the literature by bridging gamification and ergonomics in physical education. By providing actionable insights for user-centered design, this study offers practical recommendations for educators and developers aiming to enhance engagement and inclusivity in gamified learning environments.

Gamification has substantial potential to transform PE by increasing student motivation, engagement, and physical activity. However, to fully realize these benefits, it is crucial to integrate ergonomic principles into the design of gamified interventions. Future research should focus on addressing the existing gaps, particularly the need for longitudinal studies and more inclusive designs. By prioritizing ergonomics and user comfort, educators and developers can create safer and more effective gamified environments that cater to diverse user needs. The findings emphasize the need for standardized metrics to evaluate ergonomic impacts, a broader focus on diverse educational settings, and the incorporation of accessibility-driven design principles.

This review contributes to the literature by highlighting the critical role of ergonomic principles in enhancing gamified learning environments. By addressing design gaps, educators and developers can foster safer, more effective, and inclusive PE experiences.

This literature review highlights the significant potential of gamification in enhancing PE. By incorporating game-based elements into PE curricula, educators can foster increased motivation and engagement, improving student physical activity levels. However, further research is necessary to overcome the identified challenges and refine gamified interventions in educational settings.