Impact of Gamified Interventions in Physical Education on Extracurricular Physical Activity: A Meta-Analysis of Pedagogical Hybridization and Measurement

This study aims to synthesize and quantify the efficacy of gamification-based interventions in Physical Education (PE) on physical activity (PA) levels and sedentary behavior during leisure time among primary and secondary school students. Following the PRISMA 2020 guidelines, a systematic search was conducted across Scopus, Web of Science, ERIC, and SPORTDiscus. The selection criteria (PICOS) restricted the inclusion to experimental and quasi-experimental studies involving school-aged participants (6–18 years). The primary outcome is the change in motor behavior outside the school environment, specifically extracurricular physical activity and the reduction of sedentary habits. Methodological quality and risk of bias are assessed using the PEDro scale, complemented by criteria from Thomson Coon et al. (2011). Data synthesis includes a random-effects meta-analysis and multivariate meta-regression to identify moderating variables such as narrative architecture, nature of incentives, and the type of measurement instrument (objective vs. subjective).