Gamified Inclusive Physical Education as an Adaptive Rehabilitation Model for University Students with Blast Traumatic Brain Injury
DOI:
https://doi.org/10.17309/jltm.2026.7.1.05Keywords:
inclusive physical education, gamification, traumatic brain injury, adaptive learning, rehabilitation, university students, balance, coordinationAbstract
Background. The ongoing war in Ukraine has increased the number of university students living with disabilities caused by blast traumatic brain injury (TBI). This situation creates an urgent need for inclusive physical education models that combine rehabilitation goals with effective motivational strategies. Gamification may enhance participation, adherence, and functional recovery within adaptive learning environments.
Objectives. The purpose of this study was to determine the effectiveness of a gamified inclusive physical education program as an adaptive rehabilitation model for university students with blast traumatic brain injury.
Materials and Methods. Twenty-eight first-year male students aged 18–23 years with mild blast TBI and mild functional impairment participated in the study. Participants were divided into a control group (n = 14) and an experimental group (n = 14). The control group followed a standard inclusive physical education program, while the experimental group completed a vestibular rehabilitation program integrated with gamification elements. The intervention lasted two academic semesters. Functional changes were assessed using the Lower Quarter Y-Balance Test and the Figure-of-8 Walk Test. Data were processed using descriptive statistics and Student’s t-test.
Results. At baseline, no statistically significant differences were observed between groups (p > .05). After the intervention, the experimental group demonstrated substantially greater improvements than the control group across all indicators. Gains in the experimental group ranged from 15.3% to 22.1%, while changes in the control group did not exceed 5.7%. The largest effects were observed in walking efficiency, balance control, and coordination performance.
Conclusions. Gamified inclusive physical education can be considered an effective adaptive rehabilitation model for university students with blast traumatic brain injury. The integration of structured physical exercises with motivational game mechanics improved functional outcomes, engagement, and movement confidence. The findings support the use of gamification in inclusive university physical education under conditions of increased rehabilitation demand.Downloads
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Copyright (c) 2026 Oksana Blavt, Gennadii Iedynak, Yan Bezhrebelny
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