Implementing gamification in the primary school basketball curriculum for fourth-grade students at Baoshan Experimental School of East China Normal University

Abstract

Background and Aims: This study aimed to investigate the effectiveness of a gamified teaching model in primary school basketball courses. The study had two primary objectives: (1) to evaluate improvements in students’ fundamental basketball skills, specifically half-court dribbling and stationary shooting, and (2) to examine the effects of the gamified teaching model on students’ interest in learning basketball.

Methodology: The study employed simple random sampling to select participants from the target population. Three types of research instruments were utilized:
1) Contextualized basketball curriculum design: Integrated fundamental skills such
as dribbling, passing, and shooting into structured, simulated game-based activities to promote active engagement and skill acquisition, 2) Basketball skill test: A 10-point scale assessment measuring students’ proficiency in dribbling and shooting, including specialized items targeting both accuracy and efficiency, 3) Interest questionnaire: A 15-item, five-point Likert scale survey (Cronbach's α = 0.82) to assess students’ engagement and attitudes toward learning, supplemented with open-ended questions to collect qualitative data regarding their experiences.

Results: Statistical analyses were conducted using SPSS version 26.0, focusing on descriptive statistics (means and standard deviations) and inferential statistics using paired-sample t-tests at a significance level of p < 0.05. The results indicated that the average time for the half-turn dribble decreased significantly from 25.82 seconds to 23.65 seconds (t(29) = -2.089, p = 0.046). In addition, the number of successful stationary shots increased from 3.87 to 5.10 (t(29) = 2.434, p = 0.021). Students’ overall interest in learning basketball also improved significantly, with the total interest score rising from 83.07 to 101.67 (p < 0.001). Specifically, there were notable improvements in self-directed learning, classroom participation, and positive learning emotions, while negative emotions decreased significantly. These findings suggest that the gamified teaching model effectively enhanced both basketball skill performance and students’ engagement in learning.In summary, the results showed significant improvements in both skills and interest. Students' interest in learning basketball increased significantly, and technical assessments showed significant improvements in dribbling speed and control, as well as shooting accuracy and form.

Conclusion: In conclusion, the implementation of gamified teaching significantly enhanced students’ basketball skills and effectively increased their interest in learning, engagement, and positive emotional experiences while reducing negative emotions. Compared to traditional teaching methods, this approach offers comprehensive pedagogical advantages. The findings of this study provide a practical and empirically supported teaching model that can inform the reform and advancement of primary school basketball curricula. Furthermore, the study has important implications for promoting teacher innovation in the classroom, fostering students’ interest in physical education, and improving the overall quality of school-based physical education programs.