Moving online physical education from oxymoron to efficacy (original) (raw)
Related papers
Bridging Online Physical Education and Technology Assisted Physical Activity
Power and Energy / 807: Intelligent Systems and Control / 808: Technology for Education and Learning, 2013
Technology assisted physical activity, known as exergaming, requires participants to more-or-less become a part of a video game by engaging in it physically. Researchers have investigated exergames for their ability to affect positive physical, cognitive, social and emotional changes in the participants in classroom and lab settings. To date, little if anything is known about the effect of an exergame when played remotely over the internet. The ability of the gaming systems to connect over the internet for head-to-head competitive or cooperative play may place exergames at the forefront of the search for the social and emotional curricular pieces which can be used in online physical education (OLPE) courses. Empirical evidence into the efficacy of using exergames in secondary OLPE curricula could help to provide much needed information as to whether exergames might be considered best practice. This paper previews a recently completed research study that can shed some light on this important question.
The efficacy of exergames for social relatedness in online physical education
Cogent Education, 2015
Online physical education (OLPE) has been viewed as an oxymoron. Physical education curriculum at all levels seeks to help learners grow socially in the way they interact and deal with diverse and challenging fellow students and settings. Students who have no contact with other students while they are at home for various reasons may not be able to learn the proper response to the challenges of social participation or benefits derived from social contact. This study looked at the efficacy of remote exergame participation between students aged 11-18 (N = 124). The results show that exergaming over the Internet can provide students with a social experience that results in increased relatedness between participants versus playing by themselves against a non-player character (NPC). This relatedness can help students access the social standards for physical education when enrolled in OLPE.
International Journal of Scientific and Technological Research, 2002
The rapid growth of children's interest in the digital world leads educators to use this interest to meet learning outcomes. In this respect, the use of computer-based simulations and video games as educational tools is a necessity rather than an innovative method for educators. In recent years, school-based physical activity (PA) programs based on active video games/exergames (EG) have begun to be implemented. The aim of this review was to investigate the effects of EG as an educational tool in physical education (PE) lessons in terms of children's social, affective, and cognitive domains. The literature obtained by researching in Pubmed, Uludağ E-Library and Google Academic databases without date limitation was examined with systematic review methodology. In conclusion, EG creates the potential to have a positive impact on social, cognitive and affective domain skills such as PA perception, collaboration, leadership, self-management, motor learning, memory, awareness and peer learning. Even if EG alone does not replace a teacher or a lesson, it can enrich the learning environment in PE. EG can be not only an important source of motivation for active participation in PE lessons for children but also an effective educational tool for the teacher.
Motivation to Move with Exergaming in Online Physical Education
Motivation to move is critical in online physical education (OLPE). This study looked at the motivational aspect of remote exergaming versus another student versus proximally against a console generated non-player character (NPC). Research shows that students in grades 4-12 are motivated to play exergames because they are native gamers. The entertainment value of the exergame garners more effort from the students than they realize they are expending. This research showed that exergames are motivating for students (N=124) aged 11-18 in grades 6-12. The subjects reported high motivation to participate while playing both a computer generated NPC and a remote human opponent over the internet. Scores for motivation were highest when subjects played another student over the internet but were also high for proximal NPC play. This research positions exergaming as a potential piece of OLPE curriculum that can help students access the emotional aspect of physical education curriculum.
Exergames for physical education courses: Physical, social, and cognitive benefits
Child Development Perspectives, 2011
Digital games combining exercise with game play, known as exergames, can improve youths' health status and provide social and academic benefits. Exergame play increases caloric expenditure, heart rate, and coordination. Psychosocial and cognitive impacts of exergame play may include increased self-esteem, social interaction, motivation, attention, and visual-spatial skills. This article summarizes the literature on exergames, with a special emphasis on physical education courses and the potential of exergames to improve students' physical health, as well as transfer effects that may benefit related physical, social, and academic outcomes.
Exergames: good for play time, but should not replace physical education
2017
More and more young Australians are playing video games during their leisure time. Fortunately, video game manufacturers have introduced "exergames" in an effort to make this typically sedentary activity more physically engaging. These "active" video game consoles, like the Nintendo Wii, offer gamers sporting experiences that mimic the real game or sport. Health and physical education (HPE) teachers have embraced this technology in their classes to motivate children who show a lack of interest in traditional physical education activities. However, these exergames don’t provide the same skill development as traditional physical education.
Exergaming and physical education: A qualitative examination from the teachers' perspectives
2015
Active video games, or exergames, which require the physical movement of the participant’s body, are being recognized as one possible solution to a diminishing interest in childhood physical activity. Exergaming extends beyond the home and arcade and into the education sector, where it is being used as part of the physical education (PE) curriculum. This study is a qualitative examination of two elementary school PE teachers’ reflections of a sixweek exergaming program with their fourth grade students. Through a phenomenological approach, semi-structured interviews were conducted, transcribed and analyzed. Analysis through Social Cognitive Theory revealed several themes including the value of exergaming, student motivation, tailoring needs, accountability, self-awareness and challenges with implementation. Teachers in the study reported that exergaming was a positive curricular option that was students enjoyed resulting in high levels of student engagement. The variety of exergame a...
International Journal of Game-Based Learning, 2015
With the novelty of exergames, an alternative form of entertainment and exercise emerged especially for physical education (PE). While video games have been historically associated to problems such as obesity, social introversion and aggressive behavior, exergames brought a new perspective in which these cultural artifacts could contribute to people's education concerning the practice of physical activity. This article presents a study about the setting up of an exergame lab focusing on kids and preadolescents who usually show signs of dissatisfaction with PE. The research methodology followed a qualitative observation approach, involving twenty-four students of both genders for three months. Results demonstrated that students who were normally unmotivated to participate in PE classes showed a positive attitude regarding the exergame practices and demonstrated their willingness to collaborate with peers. The study also showed that exergaming provides situations in which students...