背景：
国际学生在学习期间出国时的身体活动水平（PA）较低。创建互动和情感媒体是一项挑战，也是必要的，需要提高公共广播在人群中的表现。
目的：
该研究旨在检查基于网络的游戏化在团队支持下的影响，以提高印尼国际学生的 PA 水平。此外，还考察了前测和后测的变化对心理社会影响。
方法：
进行了前测-后测非等效控制设计的准实验，招募了 96 名印度尼西亚国际学生来测试效果。为避免组间信息偏差，通过时间聚类方法将参与者随机分配到实验组（EG）或对照组（CG）。所有参与者都接受了与推广 PA 相关的教育。但EG在SCT设计的框架下还获得了一个为期8周的网络课程，该课程结合了网络游戏和团队比赛。研究时间为10周。基于网络的计划的效果通过 PA 的表现进行评估，包括每周步行步数、每周步行距离、达到中等或剧烈的 PA 水平、健康结果（身体健康、心血管健康和肥胖指标）。社会心理效应通过 SCT 要素的指标来衡量，包括知识 (KW) 相关的 PA、自我效能 (SE)、与 PA 相关的结果期望 (OE)、社会支持 (SS)。采用 ANCOVA 和卡方统计检验两组在 10 周时的前测和后测的差异。
结果：
基于网络的程序后，结果表明，在EG中，包括每周步行步数、每天达到10000步的持续时间、步行距离在内的PA的所有性能均显着高于CG。此外，除了知识得分在 EG 和 CG 之间没有显着差异之外，包括 SE、OE 和 SS 在内的 SCT 元素的所有社会心理指标在 EG 中都比在 CG 中显着增加。健康结局方面，在健康结局方面，两组体能指标中只有灵活性较CG显着增加，耐力、心肺功能等其他指标均无显着增加。对于心血管健康（SBP&DBP）和肥胖指标（腰课程），EG的所有指标都比CG有显着的积极改善。
结论：
结合游戏和团队支持的基于网络的计划成功地促进了国际印度尼西亚学生的 PA 行为，并显着改善了部分健康状况。
建议和启示：进一步研究意味着基于网络的计划并修改活动以考虑文化问题，当想要暗示给其他国际学生并延长计划的持续时间并跟踪长期影响时。

Background:
International students have a low-level of physical activity (PA) when they went abroad during the study. It is a challenge and necessary to create an interactive and affective media is needed to increase the performance of PA among the population.
Purpose:
The study aimed to examine the effects of web-based gamification with team supports to promote the levels of PA among International Indonesian students. Additionally, the psychosocial effects were examined the changes of pre and posttest.
Methods:
A quasi experiment with pretest-posttest non-equivalent control design was conducted and recruited 96 Indonesian international students to test the effects. In order to avoiding information bias between groups, participants were randomly assigned to experimental group (EG) or control group (CG) by a time-cluster method. The all participants received an education related to promote PA. But the EG additionally received an 8-week web-based program under framework of SCT design that combined web-game and team competition. The study duration is 10-week. The effects of web-based program were evaluated by the performance of PA including weekly walking-step, weekly walking distance, arriving at moderate or vigorous levels of PA, health outcomes (physical fitness, cardiovascular health and obese indicator). The psychosocial effects were measured by the indicators of SCT elements including knowledge (KW) related PA, self-efficacy (SE), outcome expectations (OE) related to PA, social support (SS). ANCOVA and chi-square statistics were adopted to examine the differences between two groups for pre- and post-test after program at 10-week.
Results:
After web-based program, the results show that all the performance of PA including weekly walking-step, durations of achieving daily 10000 steps, walking distance in EG were significantly higher than in CG. Additionally, all the psychosocial indicators of SCT elements including SE, OE, and SS had significant increases in EG than in CG, except scores of knowledge was not significant differences between EG and CG. Regarding the health outcomes, regarding the health outcomes, only flexibility was significant increases in EG than in CG among physical fitness indicators, others indicators such as endurance and cardiopulmonary function were not significant increases between two groups. For the cardiovascular health (SBP& DBP) and Obese indicator (waist curriculum), all the indicators had significantly positive improvements in EG than in CG.
Conclusion:
The Web-based program combined with game and team supports was successful to promote international Indonesian students’ PA behavior and significantly improved partial health’s outcomes.
Recommendation and Implications: The further study imply the web-based program and modify the activities to consider the cultural issues when wanted to imply to others’ international students and to extend the durations of program and follow up the long-term effects.

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