The efficacy of exergames for social relatedness in online physical education (original) (raw)
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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.
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.
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...
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.
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.
Moving online physical education from oxymoron to efficacy
Sport, Education and Society, 2015
The use of the Internet within education has created an urgent need for research into online learning models, delivery methods and curriculum content modifications especially in online physical education (OLPE). Most secondary OLPE courses focus on the cognitive pieces of the curriculum, and to a lesser degree, fitness for life due to a lack of research. The omission of the physical, social and emotional components of the OLPE curriculum has created a rift in the understanding, growth and development of students who take these courses. For this reason, Kinesiology professionals need to take a lead in the development of OLPE curricula through efficacious research. Exergaming has shown positive results for each of these four components when played proximally; however, exergames have not been widely studied in remote Internet settings. An exploration of the present need for more research into the ramifications of OLPE and the role Kinesiology professionals can take in guiding this process along with the potential of exergames in OLPE to fill this curricular void is presented.
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...
Integrating Social Skills in Traditional Games with Physical Education Interventions
International Journal of Human Movement and Sports Sciences, 2021
This study was based on the previous research which found that traditional games given at the elementary level were significantly effective for the improvement of students’ socialization in the classroom and the improvement of the quality of students’ relationships between classes. This study aimed to examine whether traditional games could affect social skills. The design used in this research was a 3x2 factorial study with the randomized pretest-posttest control group design, while 90 samples were divided into three groups. The result of this research revealed that: 1) there were differences in social skills between groups given traditional games with social elements and groups given traditional games without any social elements. 2) Students with Dayak ethnic/cultural background showed better social skills and social behaviour than students with Malay and Javanese ethnic/cultural backgrounds. 3) Traditional games that contain social elements with Dayak cultural background had a better influence on elementary school students' skills and social behaviour than other groups. 4) There was an interaction between the types of traditional games with cultural/ethnic backgrounds of social skills, while for social behavior; there was no interactional relationship between the two.
Exergames in Secondary School Physical Education: Attitudes Amongst Swedish Students
Digital games have been introduced as educational tools in upper secondary education (Wiklund and Ekenberg 2009) and studies show signs of improved language skills for students playing digital games (Mitchell and Savill-Smith 2004; Brandberg 2010), but there are few cases where digital games are used for physical education, or exergaming. To explore former secondary school students' attitudes towards the use of digital games in physical education, a study was conducted. Survey findings were complemented through interviews aligned to the survey questionnaire. Results show that 59% of the respondents were positive to the concept of using computer games to aid physical education, while 40% claimed that it would not affect their attitude towards physical activities. The remaining 1% stated that it would reduce their motivation for physical education classes if exergames were introduced. Results showed no clear connection between individual interests and attitude towards exergames, e...