[en] This work is focus on reviewing a compilation of articles on gamification in Physical Education, more specifically, in the educational stage of Primary Education. Gamification is an innovative methodological resource that through games aims to reinforce the teaching-learning process of students. Likewise, the objective of the study is to know what is collected in the scientific literature regarding the didactic effects at the curricular, social and psychological levels. For this, a bibliographic search was carried out until May 2021 in the following databases: Dialnet, Google Scholar, Pubmed and ProQuest. For the review, a total of 61 articles were obtained, of which 36 were finally selected, which met the inclusion criteria. The results show a progressive increase in articles from 2017 to the present, where approximately one third are refer to specific practical experiences (36%) and another third (36%) to articles on theoretical proposals for intervention designs, while a lower percentage (27%) of articles are refer to research works of theoretical and empirical character. Regarding the ages of application, a greater number of jobs were observed as the courses of the Primary Education stage progress. As the main pedagogical consequences of gamification, it seems to have a positive impact on variables such as motivation, academic performance and significant student learning; in addition, its contribution to the promotion of social skills, fun, friendship and adherence to physical activity is highlighted. In short, it can be concluded that gamification is a growing methodology and with direct application in the subject of Physical Education in Primary Education, which assumes possibilities of positive impact at the didactic level. However, most of the work is situated on a theoretical and experimental plane, confirming the need to accumulate more research with which to demonstrate the effects of the implementation of this methodology.

[eu] Lan honen helburua Gorputz Hezkuntzan oinarritutako gamifikazioari buruzko artikuluak berrikustean datza, zehazki, Lehen Hezkuntzako etapan. Gamifikazioa baliabide metodologiko berritzailea da, jolasaren bidez ikasleen ikaste-irakaste prozesua indartu nahi duena. Modu honetan, ikerketaren helburua literatura zientifikoan jasotzen dena ezagutzea da ondorio didaktikoei dagokionez, bai curriculumari dagokionez baita arlo sozial eta psikologikoari dagokionez ere. Horretarako, bilaketa bibliografiko bat egin zen 2021eko maiatzera arte honako datu-base hauetan: Dialnet, Google Scholar, Pubmed eta ProQuest. Errebisioa egiteko, 61 artikulu lortu ziren guztira, eta horietatik 36 hautatu ziren azkenean, inklusio-irizpideak bete zituztenak. Emaitzek erakusten dute artikuluen kopurua gora egin duela 2017tik gaur egunera arte, non artikuluen herenak gutxi gorabehera (%36) aldizkako esperientzia didaktikoei egiten dien erreferentzia eta beste herenak (%36) esku-hartze diseinu teorikoen proposamenei buruzko artikuluei; berriz, artikuluen ehuneko txikiago batek (%27) baino ez dira izaera teoriko eta enpirikoko ikerketa-lanak. Aplikazio-adinari dagokionez, Lehen Hezkuntzako mailek aurrera egin ahala lan gehiago zeudela ikusi zen. Gamifikazioaren ondorio pedagogiko nagusi gisa, badirudi eragin positiboa duela ikasleen motibazioan, errendimendu akademikoan eta ikaskuntza esanguratsuan; gainera, gaitasun sozialen sustapena, dibertsioa, adiskidetasuna eta jarduera fisikoarekiko atxikimendura egiten duen ekarpena nabarmentzen da. Azken batean, ondoriozta daiteke gamifikazioa gorabidean dagoen metodologia bat dela eta zuzenean aplikatzen dela Lehen Hezkuntzako Gorputz Hezkuntza irakasgaian, zeini maila didaktikoan eragin positiboa izateko aukerak aurreikusten zaizkion. Hala ere, lan gehienak maila teorikoan eta esperimentalean kokatzen dira, metodologia honen inplementazioaren ondorioak nabarmentzeko ikerketa handiagoa metatu behar dela egiaztatuz.