Empowering Primary School Girls through Gamification in Physical Education

Abstract

Worldwide, there are policies promoting gender equality and women’s empowerment, with education, health, and sports being relevant intervention areas. Physical education can play a fundamental role in empowering girls, reversing the historical androcentrism of the subject. The objective of this research was to analyze the impressions of female students regarding the use of female characters as protagonists and heroines in the narrative of a gamified physical education program, aimed at promoting healthy habits and improving physical fitness. An interpretative study involved 299 fifth- and sixth-grade girls from a differentiated coeducational private school for a city in northeastern Spain. An ad hoc questionnaire with open-ended questions about the perception of the program was administered. The modified narrative of Harry Potter contextualized the gamification. The results showed that most of the students responded positively to the narrative, which activated key factors of empowerment in them. It allowed them to identify with the protagonists and recognize both the fundamental role of women in society and the persistent undervaluation derived from gender stereotypes. It contributed to their awareness of their ability to overcome limits, improve their physical condition, and acquire habits to stay fit. In addition, they recognized an increase in their enjoyment, fun, and sense of well-being. In conclusion, the findings indicate that the design of gamification strategies based on the principles of the activist approach favors the empowerment of girls and enhances their active and effective participation in physical education classes.