Primary School and Life Project: The Contribution of Outdoor Education and Gamification
Abstract
Primary school and Life Project: the contribution of outdoor education and gamification. This study investigates the impact of combining outdoor education and gamification on primary school pupils' learning of mathematics and well-being. The research, conducted in a school in Naples with a sample of 150 pupils (10 diagnosed with ADHD), adopted a mixed qualitative- quantitative experimental design, dividing the pupils into a control group and an experimental group. The quantitative results, measured using the Strengths and Difficulties Questionnaire (SDQ), showed significant improvements in the experimental group in terms of attention, self- regulation and prosocial behaviour, with particularly significant effects in students with ADHD. The qualitative data, collected through interviews and observations, confirmed that active participation, contact with the external environment and playful dynamics made learning more motivating and inclusive. In line with the theoretical framework of Self- Determination Theory and the Quality-of-Life model (Schalock & Verdugo, 2002), the study shows how outdoor education and gamification can promote well-being, self-determination and social inclusion, three dimensions that also represent the pillars of the Life Project outlined by Legislative Decree 62/2024. This evidence reinforces the need to rethink everyday teaching practices in an innovative, inclusive way that is geared towards the overall growth of each student.
Keywords
Outdoor education; Gamification; Primary school; Inclusion; ADHD; SDQ; Mixed
References
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