Digital motivation: fitness apps and student physical activity

Elmira Ibragimova; Sanjar Uraimov; Yesset Baitassov; Shakhlo Yuldasheva; Dilfuza Kutlimuratova; Marina Litwinowa

doi:10.47197/retos.v67.113635

Autores/as

Elmira Ibragimova Kazan Federal University
Sanjar Uraimov Fergana State University
Yesset Baitassov L.N. Gumilyov Eurasian National University
Shakhlo Yuldasheva Uzbekistan State University of World Languages
Dilfuza Kutlimuratova National Center for Teacher Training for New Methods of the Republic of Karakalpakstan
Marina Litwinowa Moscow Aviation Institute

DOI:

https://doi.org/10.47197/retos.v67.113635

Palabras clave:

actividad física, motivación intrínseca, autoorganización, teoría de la autodeterminación, educación física, aplicaciones móviles, gamificación

Resumen

Objetivo: El estudio busca investigar la influencia de las aplicaciones de fitness en la actividad física y la motivación intrínseca para el ejercicio entre estudiantes. En un contexto de creciente digitalización y disminución de la actividad física en jóvenes, resulta especialmente relevante encontrar formas efectivas de utilizar tecnologías digitales para incrementar la motivación hacia la actividad física.

Metodología: Participaron 100 estudiantes universitarios (18-25 años), asignados aleatoriamente en grupos control y experimental (50 cada uno). Durante 12 semanas, el grupo experimental utilizó la app Adidas Running, seleccionada mediante criterios MARS, mientras el grupo control mantuvo su estilo de vida habitual. La efectividad de la intervención se evaluó mediante métodos cuantitativos (análisis de datos de actividad física) y cualitativos (encuestas). Se emplearon instrumentos validados: la Escala de Necesidades Psicológicas Básicas en el Ejercicio (BPNES), el Inventario de Motivación Intrínseca (IMI) y la Escala de Autoorganización de la Actividad (SOA).

Resultados: El grupo experimental mostró un incremento significativo en actividad física (36.7%) frente al grupo control (5.4%, p<0.001), junto con mejoras estadísticamente significativas en motivación intrínseca y satisfacción de necesidades psicológicas básicas (p<0.001). El análisis cualitativo reveló un impacto positivo de las funciones sociales y la gamificación en la motivación estudiantil.

Conclusiones: La investigación evidencia la efectividad de las tecnologías digitales para aumentar la actividad física y motivación intrínseca en estudiantes. Los hallazgos tienen implicaciones prácticas relevantes para diseñar estrategias de promoción de actividad física en jóvenes y podrían aplicarse en programas de educación física universitaria.

Citas

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Motivación digital: aplicaciones de fitness y actividad física estudiantil

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