Integración de pausas activas gamificadas de microdosis en educación superior: efectos en el burnout académico y el compromiso
DOI:
https://doi.org/10.55040/8nk75926Palabras clave:
agotamiento académico, ensayo controlado aleatorizado, gamificación, intervención microdosis, compromiso estudiantil, pausas activasResumen
El agotamiento académico constituye un problema persistente en la educación superior, afectando negativamente la salud, la motivación y el rendimiento de los estudiantes. Este estudio examinó el impacto de incorporar pausas activas micro-dosis con elementos de gamificación dentro de las clases universitarias sobre el agotamiento académico y el compromiso estudiantil. Se utilizó un ensayo controlado aleatorizado de grupos paralelos con 124 estudiantes universitarios matriculados en un curso obligatorio de educación física. Los participantes fueron asignados a un grupo de intervención, que recibió pausas activas gamificadas de 5–7 minutos tres veces por semana durante ocho semanas, o a un grupo control, que recibió instrucción regular. El agotamiento académico (agotamiento emocional, cinismo y eficacia académica) y el compromiso estudiantil (vigor, dedicación y absorción) se evaluaron mediante instrumentos validados. El ANOVA de medidas mixtas mostró efectos significativos de interacción Grupo × Tiempo en todos los resultados principales. Los estudiantes del grupo de intervención presentaron reducciones significativamente mayores en agotamiento emocional y cinismo, así como incrementos significativos en eficacia académica y compromiso en comparación con el grupo control, que mostró cambios mínimos. Los tamaños del efecto fueron de moderados a grandes. Estos resultados sugieren que pausas activas breves, estructuradas y gamificadas pueden mejorar de manera efectiva el agotamiento y el compromiso estudiantil en la educación superior.
Referencias
Akram, H., & Oteir, I. N. (2025). A longitudinal analysis of physical exercise in shaping language learners’ emotional well-being: a comparative analysis between L1 and L2 students. BMC Psychology, 13(1). https://doi.org/10.1186/s40359-024-02338-9
Almutairi, H., Alsubaiei, A., Abduljawad, S., AlShatti, A., Fekih-Romdhane, F., Husni, M., & Jahrami, H. (2022). Prevalence of burnout in medical students: A systematic review and meta-analysis. International Journal of Social Psychiatry, 68(6), 1157–1170. https://doi.org/10.1177/00207640221106691
Anzeneder, S., Zehnder, C., Schmid, J., Martin-Niedecken, A. L., Schmidt, M., & Benzing, V. (2023). Dose–response relation between the duration of a cognitively challenging bout of physical exercise and children’s cognition. Scandinavian Journal of Medicine & Science in Sports, 33, 1439–1451. https://doi.org/10.1111/sms.14370
Arufe-Giráldez, V., Sanmiguel-Rodríguez, A., Ramos-Álvarez, O., & Navarro-Patón, R. (2022). Gamification in physical education: A systematic review. Education Sciences, 12(8), 540. https://doi.org/10.3390/educsci12080540
Arufe-Giráldez, V., Sanmiguel-Rodríguez, A., Ramos-Álvarez, O., & Navarro-Patón, R. (2024). Multi-Context Strategies and Opportunities for Increasing Levels of Physical Activity in Children and Young People. Children, 11(12), 1475. https://doi.org/10.3390/children11121475
Baati, I., Regaieg, N., Trigui, H., Ben Jemaa, M., Chérif, F., Féki, I., Guermazi, F., & Masmoudi, J. (2025). Assessement of educational burnout among medical students. European Psychiatry, 68(S1), S989. https://doi.org/10.1192/j.eurpsy.2025.2006
Blondeel, E., Everaert, P., & Opdecam, E. (2023). A little push in the back: nudging students to improve procrastination, class attendance and preparation. Studies in Higher Education. https://doi.org/10.1080/03075079.2023.2288170
Chiong, A. E., III, Cabanlong, J. F., Lopez, C. P. I. L., Crisostomo, K. G. R., Leal, J. K. O., Mabanag, J. K. G., & Chiong, C. M. (2025). College perception and well-being assessment of medical students in a public medical school in the Philippines: A cross-sectional study. Acta Medica Philippina, 59(9). https://doi.org/10.47895/amp.vi0.11017
de Vries, J. D., van Hooff, M. L. M., Geurts, S. A. E., & Kompier, M. A. J. (2016). Exercise as an intervention to reduce study-related fatigue among university students: A two-arm parallel randomized controlled trial. PLOS ONE, 11(3). https://doi.org/10.1371/JOURNAL.PONE.0152137
Duan, Y., Wienert, J., Hu, C., Si, G. Y., & Lippke, S. (2017). Web-Based Intervention for Physical Activity and Fruit and Vegetable Intake Among Chinese University Students: A Randomized Controlled Trial. Journal of Medical Internet Research, 19(4). https://doi.org/10.2196/JMIR.7152
Estévez, I., Rodríguez-Llorente, C., Piñeiro, I., González-Suárez, R., & Valle, A. (2021). School Engagement, Academic Achievement, and Self-Regulated Learning. Sustainability, 13(6), 3011. https://doi.org/10.3390/SU13063011
Fang, Y., Peng, S., Khairani, A. Z., & Liang, J. (2024). A Systematic Review and Meta-Analysis of the Efficacy of Physical Activity Interventions among University Students. Sustainability, 16(4), 1369. https://doi.org/10.3390/su16041369
García-Pérez, L., Collado Fernández, D., Lamas-Cepero, J. L., & Ubago-Jiménez, J. L. (2024). Healthy pills: a physical activity program for the prevention of mental health and improvement of resilience in university students. Healthy pills: physical activity program for the prevention of mental health and improvement of resilience in university students. intervention protocol. Challenges: New Trends in Physical Education, Sports and Recreation, 55, 726–735. https://doi.org/10.47197/retos.v55.104012
Hayes, S. M. (2024). Establishing the feasibility of exercise breaks during university lectures. Frontiers in Sports and Active Living. https://doi.org/10.3389/fspor.2024.1358564
Herbert, C. (2022). Enhancing Mental Health, Well-Being and Active Lifestyles of University Students by Means of Physical Activity and Exercise Research Programs. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.849093
Hernesniemi, E., Räty, H., Kasanen, K., Cheng, X., Hong, J., & Kuittinen, M. (2017). Burnout among Finnish and Chinese university students. Scandinavian Journal of Psychology, 58(5), 400–408. https://doi.org/10.1111/SJOP.12380
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: a meta-analysis. Educational Technology Research and Development, 68(4), 1875–1901. https://doi.org/10.1007/S11423-020-09807-Z
Kaggwa, M. M., Kajjimu, J., Sserunkuma, J., Najjuka, S. M., Atim, L. M., Olum, R., Tagg, A., & Bongomin, F. (2021). Prevalence of burnout among university students in low- and middle-income countries: A systematic review and meta-analysis. PLOS ONE, 16(8). https://doi.org/10.1371/JOURNAL.PONE.0256402
Kraft, M. A. (2023). The Effect-Size Benchmark That Matters Most: Education Interventions Often Fail. Educational Research, 52, 183–187. https://doi.org/10.3102/0013189X231155154
Latre‐Navarro, L., Quintas Hijós, A. M., & Sáez Bondía, M. J. (2024). Analysis of Human Anatomy Education: The Effects of a Gamified Creativity-Based Teaching Method on Students’ from Basic Psychological Needs Frustration. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-024-10178-w
Lazowski, R. A., & Hulleman, C. S. (2016). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, 86(2), 602–640. https://doi.org/10.3102/0034654315617832
Lee, K. P., Yeung, N. C. Y., Wong, C., Yip, B., Luk, L. H. F., & Wong, S. Y. S. (2020). Prevalence of medical students’ burnout and its associated demographics and lifestyle factors in Hong Kong. PLOS ONE, 15(7). https://doi.org/10.1371/JOURNAL.PONE.0235154
Li, L., Meng, F., Yao, S., Shi, Q., & Luo, C. (2025). The effects of an 8-week functional training program on functional movement and physical fitness in male university students: a randomized controlled trial. Frontiers in Public Health, 13. https://doi.org/10.3389/fpubh.2025.1641590
Liasi, G. A., Nejad, S. M., Sami, N., Khakpour, S., & Yekta, B. G. (2021). The prevalence of educational burnout, depression, anxiety, and stress among medical students of the Islamic Azad University in Tehran, Iran. BMC Medical Education, 21(1), 471. https://doi.org/10.1186/S12909-021-02874-7
Lobo, J. (2024). Perceived instructor’s emotional support and its mediating effect to students’ academic resilience and study engagement: In the case of a higher education institution in the Philippines. Interpersona: An International Journal on Personal Relationships, 18, 238–264. https://doi.org/10.5964/ijpr.10549
Looi, C.-K., & Fan, A. C. W. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta‐analysis of studies from the year 2008 to 2023. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13471
Ma, Y., & Mumtaz, S. A. (2025). The long-term mental health benefits of exercise training for physical education students: a comprehensive review of neurobiological, psychological, and social effects. Frontiers in Psychiatry, 16. https://doi.org/10.3389/fpsyt.2025.1678367
Madigan, D. J., & Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33(2), 387–405. https://doi.org/10.1007/S10648-020-09533-1
Mandic, D., Bjegovic-Mikanovic, V., Vukovic, D., Djikanovic, B., Stamenkovic, Z., & Lalic, N. (2020). Successful promotion of physical activity among students of medicine through motivational interview and Web-based intervention. PeerJ, 8. https://doi.org/10.7717/PEERJ.9495
Martin, B. J. M. . (2026). Effects of a digitally delivered low-dose physical activity intervention on academic burnout and student engagement in university students. Sportis. Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 12(2), 1-28. https://doi.org/10.17979/sportis.2026.12.2.12972
Martin, B. J. M. (2026). Autonomous motivation as a mechanism of change in a gamified digital physical activity intervention: A randomized controlled trial. ????ℎ???? ????ℎ???????????????????????? ????????????????????????????????, 83(3), 291–321. https://doi.org/10.18666/TPE-2026-V83-I3-13523
Matian, N., Rich, D., VanNess, J. M., & Jensen, C. D. (2023). Exercise Behavior And Recreational Sport Participation Predict Academic Success And Graduation In University Students. Medicine and Science in Sports and Exercise, 55(9S), 595–596. https://doi.org/10.1249/01.mss.0000985356.60383.73
Motz, B. A., Mallon, M. G., & Quick, J. (2021). Automated Educative Nudges to Reduce Missed Assignments in College. IEEE Transactions on Learning Technologies, 14(2), 189–200. https://doi.org/10.1109/TLT.2021.3064613
Navarro-Mateos, C., Mora-Gonzalez, J., & Pérez-López, I. J. (2023). The “STAR WARS: The First Jedi” Program. Effects of Gamification on Psychological Well-Being of College Students. Games for Health Journal. https://doi.org/10.1089/g4h.2023.0059
Novak, D., Čule, M., Kim, J., Kim, R., & Subramanian, S. V. (2025). Individual versus group exercise effect on youth physical activity levels: a randomised controlled trial. BMJ Open Sport and Exercise Medicine, 11(1), e002024. https://doi.org/10.1136/bmjsem-2024-002024
Ong, A. K. S., Prasetyo, Y. T., Dangaran, V. C., Gudez, M. A. D., Juanier, J. I. M., Paulite, G. A. D., Yambot, R. X. R., Persada, S. F., Nadlifatin, R., & Ayuwati, I. D. (2023). Determination of loyalty among high school students to retain in the same university for higher education: An integration of Self-Determination Theory and Extended Theory of Planned Behavior. PLOS ONE, 18. https://doi.org/10.1371/journal.pone.0286185
Pan, J., Zaff, J. F., & Donlan, A. E. (2017). Social Support and Academic Engagement Among Reconnected Youth: Adverse Life Experiences as a Moderator. Journal of Research on Adolescence, 27(4), 890–906. https://doi.org/10.1111/JORA.12322
Peng, S., Othman, A. T., Khairani, A. Z., Zhou, Z., Zhou, X., Fang, Y., & Liang, J. (2023). Meta-Analysis of Implementation Intentions Interventions in Promoting Physical Activity among University Students. Sustainability, 15(16), 12457. https://doi.org/10.3390/su151612457
Ratinho, E., & Martins, C. (2023). The role of gamified learning strategies in student’s motivation in high school and higher education: A systematic review. Heliyon, 9. https://doi.org/10.1016/j.heliyon.2023.e19033
Reschke, T., Lobinger, T., & Reschke, K. (2024). Examining recovery experiences as a mediator between physical activity and study-related stress and well-being during prolonged exam preparation at university. PLOS ONE, 19(7), e0306809. https://doi.org/10.1371/journal.pone.0306809
Reyes, M. E. S., Davis, R. D., San Diego, C. A., Tamayo, M. C. A., Dela Cruz, N. V. V., Don, K. K. C., & Pallasigue, C. V. (2016). Exploring five factor model personality traits as predictors of burnout dimensions among college students in the Philippines. Journal of Tropical Psychology, 6, Article e4. https://doi.org/10.1017/jtp.2016.4
Richardson, D. C., Griffin, N. K., Zaki, L., Stephenson, A., Yan, J., Curry, T., Noble, R., Hogan, J., Skipper, J. I., & Devlin, J. T. (2020). Engagement in video and audio narratives: contrasting self-report and physiological measures. Scientific Reports, 10(1), 11298. https://doi.org/10.1038/S41598-020-68253-2
Ritzhaupt, A. D., Huang, R., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2021). A meta-analysis on the influence of gamification in formal educational settings on affective and behavioral outcomes. Educational Technology Research and Development, 69(5), 1–30. https://doi.org/10.1007/S11423-021-10036-1
Ruissen, G. R., Rhodes, R. E., Crocker, P. R. E., & Beauchamp, M. R. (2018). Affective mental contrasting to enhance physical activity: A randomized controlled trial. Health Psychology, 37(1), 51–60. https://doi.org/10.1037/HEA0000551
Six, S. G., Byrne, K. A., Tibbett, T. P., & Pericot-Valverde, I. (2021). Examining the Effectiveness of Gamification in Mental Health Apps for Depression: Systematic Review and Meta-analysis. JMIR Mental Health, 8(11). https://doi.org/10.2196/32199
Sung, G., Bhinder, H., Feng, T., & Schneider, B. (2023). Stressed or engaged? Addressing the mixed significance of physiological activity during constructivist learning. Computers & Education, 199, 104784. https://doi.org/10.1016/j.compedu.2023.104784
Teuber, M., Leyhr, D., & Sudeck, G. (2024). Physical activity improves stress load, recovery, and academic performance-related parameters among university students: a longitudinal study on daily level. BMC Public Health, 24. https://doi.org/10.1186/s12889-024-18082-z
Tian, Y., & Yang, S. (2024). The chain mediating effect of mindfulness and self-esteem in the relationship between leisure-time physical activity and academic burnout among college students. Dental Science Reports, 14(1). https://doi.org/10.1038/s41598-024-83906-2
van Wingerden, J., Derks, D., & Bakker, A. B. (2018). Facilitating interns’ performance: The role of job resources, basic need satisfaction and work engagement. Career Development International, 23(4), 382–396. https://doi.org/10.1108/CDI-12-2017-0237
Velasco, J. C. (2019). Millennials in the University: An Inquiry on Burnout among Filipino University Students. Pertanika Journal of Social Sciences & Humanities, 27(2).
Verkoeijen, P. P. J. L., Koppenol‐Gonzalez, G. V., van Peppen, L. M., Broeren, M., Heijltjes, A., Kuijpers, R. E., Nobelen, J. T. L. M., Tillema, M., de Moor, M. H. M., & Arends, L. R. (2024). Assessing the Generality of a Self-Administered Strategic-Resource-Use Intervention on Academic Performance: A Multisite, Preregistered Conceptual Replication of Chen et al. (2017). Advances in Methods and Practices in Psychological Science, 7(3). https://doi.org/10.1177/25152459241270604
Wang, L., & Chen, R. (2021). Psychological needs satisfaction, self-determined motivation, and physical activity of students in physical education: Comparison across gender and school levels. European Journal of Sport Science, 1–9. https://doi.org/10.1080/17461391.2021.1978558
Wang, Z., He, Z., & Cai, Y. (2023). Can Moving More and Sitting Less Improve the Academic Engagement of Adolescents?- A Study Based on Junior High School Students in Shanghai, China. Psychology Research and Behavior Management. https://doi.org/10.2147/prbm.s427214
Wassenaar, T., Williamson, W., Johansen-Berg, H., Dawes, H., Roberts, N., Foster, C., & Sexton, C. E. (2020). A critical evaluation of systematic reviews assessing the effect of chronic physical activity on academic achievement, cognition and the brain in children and adolescents: a systematic review. International Journal of Behavioral Nutrition and Physical Activity, 17(1), 79. https://doi.org/10.1186/S12966-020-00959-Y
Wimmer, S., Lackner, H. K., Papousek, I., & Paechter, M. (2019). Influences of different dimensions of academic self-concept on students’ cardiac recovery after giving a stressful presentation. Psychology Research and Behavior Management, 12, 1031–1040. https://doi.org/10.2147/PRBM.S219784
Xiao, Y., & Hew, K. F. (2024). Personalized gamification versus one-size-fits-all gamification in fully online learning: Effects on student motivational, behavioral and cognitive outcomes. Learning and Individual Differences, 113, 102470. https://doi.org/10.1016/j.lindif.2024.102470
Xie, Y., Liu, D., & Shi, L. (2023). Factors associated with academic burnout and its prevalence among university students: a cross-sectional study. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04316-y
Young, D., Masocco, M., Disease, Stock, J. L. C., & Queen, C. (2023). Study conditions and exhaustion in German higher education students: results of the StudiBiFra study. European Journal of Public Health, 33. https://doi.org/10.1093/eurpub/ckad160.1606
Zhao, Y., Geok, S. K., Saad, H. A., Wang, R., Liu, C., & Wang, X. (2024). Effects of active video games on mental health among college students: a systematic review. BMC Public Health, 24(1). https://doi.org/10.1186/s12889-024-21011-9
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Arlene B. Ucol (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El autor conserva los derechos patrimoniales (copyright) de las obras publicadas, y concede el derecho de la primera publicación a la revista.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Reconocimiento-NoComercial-CompartirIgual (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones post-print (versión editorial), ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Además de poder publicar los artículos en repositorios y diferentes soportes que colaboren en la difusión de la información, siempre que sea la versión post-print (versión editorial). Color RoMEO: Azul.
