Gamification in Mobile Health Apps: A Quasi-Experimental Study on Adolescent Obesity Prevention

Cau Kim Jiu (1), Ming Kiri (2), Sokha Dara (3)
(1) Institut Teknologi dan Kesehatan Muhammadiyah Kalimantan Barat, Indonesia,
(2) Asia Commercial Bank, Cambodia,
(3) Puthisastra University, Cambodia

Abstract

Adolescent obesity has become a global public health crisis, demanding effective and engaging intervention strategies. While mobile health (mHealth) apps offer a scalable platform for promoting healthy lifestyles, maintaining long-term engagement among adolescents remains a significant challenge. This study aimed to evaluate the effectiveness of a gamified Health application on promoting positive changes in physical activity, dietary habits, and anthropometric measures among adolescents at risk for obesity, compared to a non-gamified version of the same application. A 12-week, quasi-experimental study was conducted with 150 adolescents (aged 13-16) with a BMI above the 85th percentile. Participants were assigned to either an intervention group (n=75) using a gamified mHealth app featuring points, badges, and leaderboards, or a control group (n=75) using a non-gamified version with identical health content. The intervention group demonstrated significantly greater increases in moderate-to-vigorous physical activity (p < .01) and higher consumption of fruits and vegetables (p < .05) compared to the control group. Furthermore, the gamified app users showed a modest but statistically significant reduction in their BMI z-score (p < .05), a change not observed in the control group. App engagement metrics were also 70% higher in the intervention group. The integration of gamification elements into mHealth applications is a highly effective strategy for preventing obesity in adolescents.

Full text article

Generated from XML file

References

Amatullah, T. (2024). Exploring Female Muslim Educational Leadership in a Multicultural Canadian Context. Religions, 15(2). Scopus. https://doi.org/10.3390/rel15020215

Buchanan, M. T. (2013). Leadership and religious schools: International perspectives and challenges. In Leadersh. And Relig. Sch.: Int. Perspect. And Challenges (p. 214). Bloomsbury Publishing Plc.; Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076881660&partnerID=40&md5=bc5210c8337aa604b81d4181a5450f9e

Buchanan, M. T., & Chapman, J. D. (2014). Learning for leadership: An evidence based approach for leadership learning in faith- based schools. In International Handb. Of Learning, Teach. And Lead. In Faith-Based Schools (pp. 675–686). Springer Netherlands; Scopus. https://doi.org/10.1007/978-94-017-8972-1_39

Byrne, R., & Devine, D. (2018). ‘Catholic schooling with a twist?’: A study of faith schooling in the Republic of Ireland during a period of detraditionalisation. Cambridge Journal of Education, 48(4), 461–477. Scopus. https://doi.org/10.1080/0305764X.2017.1356268

Capone, K., Keating, S., Chickering, M., & Etcher, L. (2020). The Development of Nurses International: Nurses Called to Serve in Low-income Countries. Journal of Christian Nursing?: A Quarterly Publication of Nurses Christian Fellowship, 37(2), 108–113. Scopus. https://doi.org/10.1097/CNJ.0000000000000699

Chapman, J. D., McNamara, S., Reiss, M. J., & Waghid, Y. (2014). International handbook of learning, teaching and leading in faith-based schools. In International Handb. Of Learning, Teach. And Lead. In Faith-Based Schools (p. 722). Springer Netherlands; Scopus. https://doi.org/10.1007/978-94-017-8972-1

Chelagat, T., Onyango, J., Kokwaro, G., & Rice, J. (2019). From strategy to action: A qualitative study on salient factors influencing knowledge transfer in project-based experiential learning in healthcare organisations in Kenya. BMJ Open, 9(9). Scopus. https://doi.org/10.1136/bmjopen-2019-031100

Cunningham, C., Zhang, W., Striepe, M., & Rhodes, D. (2022). Dual leadership in Chinese schools challenges executive principalships as best fit for 21st century educational development. International Journal of Educational Development, 89. Scopus. https://doi.org/10.1016/j.ijedudev.2021.102531

D’Agostino, T. J. (2017). Precarious values in publicly funded religious schools: The effects of government-aid on the institutional character of Ugandan Catholic schools. International Journal of Educational Development, 57, 30–43. Scopus. https://doi.org/10.1016/j.ijedudev.2017.09.005

Esau, O. (2014). A teacher’s perspective on teaching and learning at a Muslim faith-based school in Cape Town. In International Handb. Of Learning, Teach. And Lead. In Faith-Based Schools (pp. 421–433). Springer Netherlands; Scopus. https://doi.org/10.1007/978-94-017-8972-1_24

Ezzani, M. D., & Brooks, M. C. (2022). Introduction: Critical spirituality and religion in educational leadership. International Journal of Qualitative Studies in Education, 35(3), 245–246. Scopus. https://doi.org/10.1080/09518398.2022.2025499

Hagedorn, R. A., & Jamieson, D. W. (2014). Intrapreneurial sensemaking: The case of a reenvisioned school of professional studies. International Journal of Entrepreneurship and Innovation Management, 18(5–6), 428–437. Scopus. https://doi.org/10.1504/IJEIM.2014.064715

Johanek, M. (2023). ‘If you want justice, organize for power!’ Community organising, Catholicism and Chicago school reform. Journal of Educational Administration and History, 55(3), 307–322. Scopus. https://doi.org/10.1080/00220620.2022.2153112

Johnston, J., & George, S. (2018). A tool for capacity building: Teacher professional learning about teaching writing. Teacher Development, 22(5), 685–702. Scopus. https://doi.org/10.1080/13664530.2018.1484389

Joseph, R. A., Everett, S., Sumarsono, E., Raugh, J., Arraf, K., & Murphy, D. (2025). Peer Feedback and Undergraduate Nursing Students’ Knowledge Acquisition and Information Retention: A Mixed Methods Study. Teaching and Learning in Nursing, 20(1), e197–e204. Scopus. https://doi.org/10.1016/j.teln.2024.10.007

Leechman, G., McCulla, N., & Field, L. (2019). Local school governance and school leadership: Practices, processes and pillars. International Journal of Educational Management, 33(7), 1641–1652. Scopus. https://doi.org/10.1108/IJEM-12-2018-0401

Marsden, L. (2013). Faith-based Diplomacy: Conservative evangelicals and the United States military. Politics and Religion, 7(3), 475–498. Scopus. https://doi.org/10.1017/S1755048313000497

Musara, G., & Razafiarivony, M.-A. (2024). Relationship between leadership, intangible and tangible resources, and sustained competitive advantage in selected Adventist institutions in Zimbabwe. Pan-African Journal of Education and Social Sciences, 5(1), 144–159. Scopus. https://doi.org/10.56893/pajes2024v05i01.12

Nkambule, B., Ngubane, S. A., & Mashiane-Nkabinde, B. (2024). Management of Context-Specific Knowledge Creation and Application through Collective Social Responsibility in School?Community Partnerships. International Journal of Learning, Teaching and Educational Research, 23(7), 499–524. Scopus. https://doi.org/10.26803/ijlter.23.7.25

Reiss, M. J., Waghid, Y., McNamara, S., & Chapman, J. D. (2014). Introduction and overview. In International Handb. Of Learning, Teach. And Lead. In Faith-Based Schools (pp. 1–42). Springer Netherlands; Scopus. https://doi.org/10.1007/978-94-017-8972-1_1

Ridwan, A., Hendra, R., Guillén-Gámez, F. D., Fauzan, M., Alqahtani, T. M., Yaqin, L. N., & Setambah, M. A. B. (2024). INSTRUCTIONAL LEADERSHIP AND TEACHER SELF-EFFICACY ON JOB SATISFACTION: THE MEDIATING EFFECT OF SCHOOL CLIMATE IN INDONESIAN ISLAMIC SENIOR HIGH SCHOOLS. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(2), 732–745. Scopus. https://doi.org/10.22437/jiituj.v8i2.37023

Shula, M., van Wyk, C., & Heystek, J. (2022). School leadership practice at faith-based schools through a servant leadership lens. South African Journal of Education, 42(4). Scopus. https://doi.org/10.15700/saje.v42n4a2138

Stasi, S. M., Spengler, J. O., Maddock, J., McKyer, L., & Clark, H. (2020). Shared-Use Decisions Among Administrators of Physical Activity Facilities in Pasadena, TX. Health Promotion Practice, 21(6), 926–933. Scopus. https://doi.org/10.1177/1524839919847669

Sultmann, W., Hall, D., & Lamb, J. (2024). Principal Accompaniment in Australian Faith-Based Schools: A Salutogenesis Approach. Journal of Religion and Health. Scopus. https://doi.org/10.1007/s10943-023-01980-8

Van Der Nest, T., & Buchanan, M. T. (2014). Maintaining the Special Character of a Faith-Based Schooling System. Religious Education, 109(2), 201–215. Scopus. https://doi.org/10.1080/00344087.2014.887929

Weeks, F. H., Powell, T. W., Illangasekare, S., Rice, E., Wilson, J., Hickman, D., & Blum, R. W. (2016). Bringing Evidence-Based Sexual Health Programs to Adolescents in Black Churches: Applying Knowledge From Systematic Adaptation Frameworks. Health Education and Behavior, 43(6), 699–704. Scopus. https://doi.org/10.1177/1090198116633459

Yordy, M., & Hare, J. (2020). A Community Respite Ministry/University Partnership Creates Meaningful Elder-Care Experiences. Journal of Christian Nursing?: A Quarterly Publication of Nurses Christian Fellowship, 37(1), E4–E8. Scopus. https://doi.org/10.1097/CNJ.0000000000000690

Authors

Cau Kim Jiu
ckj@stikmuhptk.ac.id (Primary Contact)
Ming Kiri
Sokha Dara
Jiu, C. K., Kiri, M., & Dara, S. (2025). Gamification in Mobile Health Apps: A Quasi-Experimental Study on Adolescent Obesity Prevention. Journal of World Future Medicine, Health and Nursing, 3(3), 226–239. https://doi.org/10.70177/health.v3i3.2370

Article Details

No Related Submission Found