Table 2.

Summary of the main characteristics and results of the selected studies.

Author/Year	Objectives	Sample	Country	Method	Results
[57]	Determine which apps are useful as an educational resource in physical education classes for secondary school adolescents.	31 apps related to the practice of physical activity and the promotion of wellness.	Spain	Methodology based on the contents analysis of free apps designed for the practice of physical activity	They did not find specific applications adapted for ages between 12 and 17. There are no specific applications on the market that are suitable for the educational approach of sports content and classroom-level practice. Most applications for physical activity are mainly related to cardiovascular or strength exercise. They are intended for users of very heterogeneous ages and do not consider their characteristics. They do not have a suitable design to facilitate their didactic use. This means that they lack the educational potential needed to be used in the classroom
[58]	To analyze the impact of the gamified instrument in the subject of physical education in the educational stages from 0 to 18 years old.	17 documents	Spain	Systematic literature review	No papers were found on the infant education stage; 7 documents were found on the primary stage and 10 for adolescents from 12 to 18 years of age. The studies found improvements in motivation for learning and for the consolidation of healthy habits.
[59]	To know and assess the apps in the market that allow for working out and reducing anxiety in people.	167 anxiety apps for Android and IOS (15 on exergames)	Morocco and United Arab Emirates	Systematic literature review of apps.	Apps can serve as tools to help people suffering from general anxiety or anxiety disorders, anytime, anywhere. Apps based on gamified physical activity were shown to be effective in managing anxiety and stress states.
[60]	To advance in the field of mental health by showing that applied games are effective for the preventing of this type of problem.	9 articles on applied games and their benefits for mental health.	Australia, New Zealand, United Kingdom, and the Netherlands	Systematic literature review	The different games applied favor a better mental health. Regarding the exergames, they help to reduce depression.
[61]	Examining the cross-cutting relationship between physical activity and mental well-being.	Reference sample of 1686 people from the school/community 167 give results.	Scotland	A quantitative methodology using the Scottish Physical Activity Screening Questionnaire (Scot-PASQ) scale to assess physical activity and mental well-being with the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS).	The results provide preliminary evidence of the potential role of gamification-based physical activity in improving mental health.
[62]	Use gamification with 60% physical activity in activities and tasks performed to promote the well-being of children, preteens, and families during the pandemic.	58 parents and 82 children and pre-adolescents under 12 years old	Spain	Quasi-experimental design, with a questionnaire, qualification scales, and semi-structured interviews. Mixed methodology (qualitative and quantitative).	Families improved perceptions of their children’s physical and psychological well-being, and the results are remarkably encouraging, moving from risk scores to regular scores. These results were supported by positive feedback from parents who said it was a fun program, helped them express their emotions to the rest of the family, and helped them resume physical activity.
[63]	Create an exergame that avoids the sedentary life that can take children from 4 years of age.	8 sport professionals	Netherlands	Experiential methodology	The platform should promote children’s self-regulation and autonomy and encourage them to play sports daily.
[64]	Improving cognitive and academic performance in adolescents through the hybridization of a gamified formative model in physical education.	211 secondary school adolescents.	Spain	Development of a gamified training program in physical education. Evaluation through standardized assessment tests. Specifically, verbal fluency, planning, cognitive inhibition, and academic performance were evaluated.	The intervention showed improvement in cognitive performance, but not in academic performance. Specifically, the intervention was able to improve cognitive inhibition and verbal fluency.
[65]	Evaluating an online program to promote a healthy lifestyle and reduce the risk of eating disorders and obesity in the school setting.	10 adolescents between 14 and 18 years old.	Austria	Mixed methodology (qualitative/quantitative) with voice-over tasks, semi-structured interviews, and questionnaires.	The results of this study showed that problems with the use of and engagement and adherence to the program stem from specific issues related to the environment, such as stress at school or the possibility of using the program during school hours. For prevention interventions, intrinsic motivation plays an important role, as members of the potential target group generally do not feel a particular drive or level of distress that motivates them to use an online program
[66]	The objective of this study was to promote appropriate attitudes and behaviors in adolescents to improve their physical and psychological health.	26 primary children, 28 secondary school adolescents, 29 high school adolescents, and 9 university adolescents	Spain	The methodology was qualitative; they created a gamified app in collaboration with the students through questionnaires that later evaluated it.	An app was obtained to improve the mental and physical health of adolescents. This application had great didactic and practical value and was certified as a healthy application by the Health Quality Agency of Andalusia (ACSA).
[67]	To know the benefits for the mental health of primary school adolescents of the gamified game and the “exergame”.	417 elementary school adolescents and 8 teachers from 4 schools.	Spain	Qualitative methodology. Observation and records (field notes), questionnaires, individual interviews and discussion groups were used.	It was shown that the intervention carried out through gamification and the “exergame” produced positive changes in the mood and well-being of the adolescents. They had fun, were highly motivated, and creativity and enjoyment in what they were learning was encouraged. They decreased their feelings of embarrassment, showed interest and motivation for the dance, and learned in an autonomous way.
[68]	To know the benefits and problems of gamified e-health apps.	46 articles on gamified e-health apps.	Morocco and Spain	Systematic literature review	Gamification is shown in health and wellness contexts related to chronic diseases, physical activity, and mental health. Application reward systems were confirmed to be effective in motivating and generating short-term engagement among users.
[69]	Understand the impact of gamification interventions on m-Health apps to improve physical activity levels.	50 papers about m-Health apps	China and Belgium	Systematic literature review	Effectiveness of gamification to improve participation in physical activity.