A recent study conducted in socially deprived areas of southern Spain has revealed the effectiveness of a gamified intervention in promoting healthy habits among secondary school students. The research, published in Retos, aimed to tackle the growing concerns of sedentary lifestyles, unhealthy eating habits, and substance abuse, which are increasingly prevalent among adolescents, particularly in socioeconomically disadvantaged regions.

The study involved 314 secondary school students, divided into an experimental group and a control group. The experimental group participated in a fifteen-week gamified programme integrated into their physical education curriculum. The intervention utilised a Points-Badges-Leaderboard (PBL) system designed to motivate students by turning health-related activities into engaging challenges. These challenges focused on improving physical activity, nutrition, and reducing harmful substance use, such as smoking and vaping.

The results of the study were significant, showing that students who participated in the gamified programme exhibited marked improvements in their health behaviours. Specifically, there was a notable increase in physical activity and better dietary habits among students in the experimental group compared to the control group. Additionally, the programme was effective in reducing the consumption of harmful substances, including tobacco and vaping products.

Ana Manzano León, PhD, a professor at the Universidad de Almería, said: “Adolescence is a stage where substance abuse and bad habits can begin, and socially deprived areas may be more vulnerable to these harmful behaviours. Therefore, the motivation of the study was to investigate whether gamification could be helpful within the school environment for modifying these behaviours.”

The data was collected through pre- and post-intervention assessments using the Kimed questionnaire, which evaluates dietary habits, and the International Physical Activity Questionnaire (IPAQ). These tools provided comprehensive insights into the students’ lifestyle changes over the course of the programme.

In the experimental group, 105 students achieved the highest level of engagement with the gamified challenges, showing the most significant improvements. This group demonstrated enhanced physical activity levels, better adherence to a healthy diet, and a reduction in smoking and vaping behaviours. Although the remaining 49 students in the experimental group also showed improvement, their engagement was lower, which correlated with less dramatic changes in their habits.

The study underscores the potential of gamification as an educational tool to foster positive behavioural changes, particularly in adolescents who might otherwise be disengaged from traditional health education methods. Gamification, which leverages elements such as competition, rewards, and progress tracking, creates an environment that encourages participation and sustains motivation.

Manzano León further highlighted the success of the low-cost approach used in the study: “Our main findings were that a low-cost gamification approach significantly improved physical activity and healthier habits, making it replicable in other educational centres.”

The researchers highlighted the role of gamification in achieving a “flow” state, where students become fully immersed in the activities, balancing challenges with their abilities. This engagement is crucial in maintaining students’ interest and ensuring the long-term adoption of healthy habits.

The intervention was particularly effective in socially deprived areas, where students often face additional challenges, such as limited access to resources and higher exposure to unhealthy behaviours. The low-cost nature of the gamified programme, which utilised simple materials like stationery and rubber bracelets for rewards, makes it a viable option for schools with limited budgets.

Looking ahead, Manzano León expressed interest in exploring other innovative strategies: “In future research, we would like to expand to other strategies, such as serious games or educational escape rooms, to continue facilitating positive changes among students in vulnerable areas.”

The findings of this study have significant implications for public health, particularly in reducing health inequalities among adolescents in disadvantaged communities. By integrating gamified interventions into the school curriculum, educators can address the critical issue of adolescent health in a way that is both effective and engaging.

But the study also noted some limitations. The non-randomised design and the reliance on self-reported data could introduce biases, and the specific context of the study may limit the generalisability of the results. Future research is needed to explore the long-term sustainability of the behavioural changes observed and to assess the effectiveness of similar interventions in different cultural and educational settings.

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