Accepted for/Published in: JMIR Serious Games
Date Submitted: Sep 29, 2023
Open Peer Review Period: Sep 29, 2023 - Nov 24, 2023
Date Accepted: Nov 28, 2023
(closed for review but you can still tweet)
Exploring the use of a learn-based exergame to enhance physical literacy, soft skills, and academic learnings in school-age children: a pilot study.
ABSTRACT
Background:
There’s ample evidence that most children don't get enough physical activity. To address this major public health problem, the French government has imposed 30 minutes of daily physical activity (DPA) at school, but without providing any supplemental resources or concrete guidance. Considering both children's interest in video games and the need for teachers to complete their curriculum, using a learn-based exergame that combines physical activity (PA) and learning, seems particularly relevant.
Objective:
The first objective of this study was to evaluate the feasibility of implementing 30 minutes of DPA through exergaming among school-age children. The second objective was to examine the effects of an exergaming program on physical literacy, academic learning, and soft skills (motivation, self-efficacy, and concentration).
Methods:
This interventional study using the Play Lü® exergame platform, with a pre-post design, included 79 children aged 8.9 years (SD=1.2) from grade 2 (7 years old) to grade 5 (11 years old). Play Lü® requires the players to throw balls against the wall to reach a target or to activate an object while providing an interactive game area for educational activities linked to specific learning themes. At the request of teachers, the learning theme in this study was mathematics. After four habituation session phases, students took part in 30 minutes DPA sessions with Play Lü® for 3 weeks. Before (T0) and after (T1) the program, students completed a self-evaluation booklet to assess their level of physical literacy, academic performance, and soft skills (e.g. motivation, concentration).
Results:
First, the implementation of this exergaming program was welcomed by the school's administration, teaching staff, and parents. Second, after the program, we observed increased scores in physical literacy (+3.8%, W=933.0, P=.002, rrb=-0.39 [-0.58, -0.16]) and motivation in mathematics (+9.86%, W=381.5, P=.005, rrb=-0.44 [-0.66, -0.16]). In addition, it's important to note that some measures progress differently across learning levels and age groups.
Conclusions:
The use of learning-based exergaming is particularly well suited to the implementation of 30 minutes of DPA during school hours.
Citation
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