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We now survive in a risk society especially when we look at the type of food that is consumed together with the fact that children and adolescents are inactive in most of the times is an issue that can be averted by promoting exercise and activity in the group. Computers, TV, cell phones, and computer video games are currently integral to the daily lives of our students. On the other hand, obesity has been an issue that has been lately affecting children and adolescents who spend most of their time glued to these gadgets which encourage inactivity. Straker and Abbott (2007) commented on the consequences caused by technology such as TV, computers, video games, smart phones which they said promoted sedentary lifestyles, poor physical and mental health, obesity in children and adolescents and cardiac diseases in children. There are several ways that have been employed to try and fight childhood and adolescent obesity in various aspects and this has been done due to introducing relevant technology that promotes activity. Technology has been in use in physical education for example; use of heart rate monitors, pedometers and video analysis of games. Use of information technology in teaching physical education can be of much help in physical activity if it also considers activity based technology. Use of technology should not be however looked at as a substitute to replace physical activity or physical education teachers. Technology and exergames have been noted for their ability to encourage participation in Physical Education (PE). Tracking personal progress provides a mechanism for students to become cognitively involved with their fitness through a process of critical reflection. Implications of introducing exergames which are new active video games to the school curriculum can be considered in the wake of information technology. Perhaps it is also prudent to look at how these games can be used as part of the Zimbabwean PE school curriculum.
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.
International Journal of Scientific and Technological Research
Can Exergames Use As an Educational Tool in Physical Education for Cognitive, Social, and Affective DomainsThe 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.
Annals of the University of Oradea. Physical Education and Sport Fascicle
THE USE OF EXERGAMES AS TEACHING METHOD IN MOTOR ACTIVITIES2019 •
Abstract: Nowadays video games and IT are main sources of information and spending free time for more and more adolescents creating dependence and being highlighted as a risk factor regarding physical inactivity and obesity. New trends and research found a way to change 180 degrees the negative view of sedentary video games and mixt up video games with sports activities and developed “the exergames” a new way to practice sports exercises through video projections and video games. Our study purpose was to analyze the opinions and perceptions of Romanian Physical Education teachers about the new ways of practice sports activities with “the exergames”, the reasons for using this method, the benefits, and obstacles. The research had as experiment sample 58 Romanian Physical Education teachers with different ages, gender, and experience, the method of research used for this experiment was the questionnaire with closed and open questions. The results of the questionnaire showed that the majority of Romanian Physical Education teachers don’t know about video games involved in sports activities but are open minded regarding new ways of teaching, the reasons for the pro-attitude for introducing these ways involve: they encourage youth to practice sports doing what they like and generating joy with different kind of exercises. Conclusions of our study highlighted the need for rethinking the ways of teaching Physical Education and Sports activities in Romanian educational system, innovating and be open minded.
Journal of Physical Education, Recreation & Dance
Incorporating Video Games into Physical Education2007 •
Revista e-Curriculum
VIDEOGAMES WITH EXERGAMES AS A POSSIBILITY OF TEACHER ACTION IN DIGITAL CULTURE 12020 •
This paper synthesizes an Action Research with the theme of the pedagogical use of exergames in School Physical Education. From the collaboration of a high school teacher, the study identified and discussed the teaching action with exergames in classes. The data generation instruments were field observations and a semi-structured interview with the collaborating teacher. In ATLAS.ti software these data were structured and submitted to a Content Analysis. The experience was signaled as a fertile meeting between the practices of school physical education and digital culture, consolidating a greater student participation in classes and expansion of body experiences. The limitations identified were associated with restrictions on school time and space for body practices and precarious material infrastructure for classes. It was inferred that, allied to the need for continued teacher training, the process of developing digital school culture transcends the presence of technologies and needs to be marked by ethical discussions that favor the formation of citizenship in contemporary culture.
World Journal on Educational Technology
Exergames for physical education: an overview about interaction design perspective2013 •
Exertion games represent an interesting, funny and innovative way to involve people in physical activities, fighting with troublesome phenomenon of obesity in children and young. In the educational context ICT technologies represent a basic instruments of the learning process. In literature several studies addressed the videogame's implication in the learning process. In this work the interaction design aspects dealing with the use of exergames in physical activities educational process will be analysed using the same approach proposed by Mueller et al. (2011). In detail we will focus on the corporeal experience descended from the interaction procedure. An ideal graphical user interface for exergames is also presented. Moreover, an analysis of the most shared devices for exergames will be depictured. The paper infers the useful interaction elements that can improve the learning process of physical education, as well as transfer effect that may correlate with health and social outcomes. Furthermore, this work suggests the theoretical approach which has to guide the development of exergames for educational environment.
Exertion games represent an interesting, funny and innovative way to involve people in physical activities, fighting with troublesome phenomenon of obesity in children and young. In the educational context ICT technologies represent a basic instruments of the learning process. In literature several studies addressed the videogame's implication in the learning process. In this work the interaction design aspects dealing with the use of exergames in physical activities educational process will be analysed using the same approach proposed by Mueller et al. (2011). In detail we will focus on the corporeal experience descended from the interaction procedure. An ideal graphical user interface for exergames is also presented. Moreover, an analysis of the most shared devices for exergames will be depictured. The paper infers the useful interaction elements that can improve the learning process of physical education, as well as transfer effect that may correlate with health and social outcomes. Furthermore, this work suggests the theoretical approach which has to guide the development of exergames for educational environment.
TRUST MHLANGANISO
AN ASSESSMENT OF DIGITAL GAME BASED LEARNING IN SECONDARY SCHOOLS A CASESTUDY OF ZIMBABWE SCHOOLS2017 •
Digital Game based learning (DGBL) is a branch of the so called edutainment which usually presume that teachers deliver lessons in an entertaining environment characterized with television, computer games, movies, music, websites, multimedia applications and so on. Digital Game Based Learning applications employ contest-like activities, in which they can be learner against learner match or a learner against the DGBL system opponent. The learners are inevitably permitted to express themselves as individuals while learning and engaging in game activities whilst incidentally learning from their mistakes as they advance through the virtual worlds in game scenes. This dissertation focuses on an assessment of the use of Digital Game Based Learning in secondary schools in relation to the conventional teacher learning processes. In order to assess the multi-faceted nature of Digital Game Based Learning applications the researcher has employed both qualitative and quantitative method. Results indicated that Learners' social life is improved, the learners are actively engaged, there is immediate feedback, learning can be tailored to each learner and learning can be transferred into the real world. On the other side, the findings also revealed that there is no alignment between DGBL applications and current educational curriculum and also that there is serious insufficiency of GBL applications in various subject areas and that Digital game based lessons are difficult to evaluate. However the researcher concluded that Digital Game Based Learning works and has an optimistic impact to learners' performance if carefully blended with conventional-learning practice.
Learning, Education and Games
Learning, Education and Games. Volume One: Curricular and Design Considerations2014 •
An educational tool that is engaging, enjoyable, improves educational outcomes, and increases physical activity levels would appear to be unlikely. Yet current advances in interactive technologies include three key components—physical activity, video gaming, and educational content—have the potential to be valuable complements to traditional forms of educational instruction (Shayne, Fogel, Miltenberger, & Koehler, 2012). The use of physical activity game-based learning or active learning games, which will be referred to as “Active Learning” throughout the chapter is characterized by the interplay of the three key components and has recently been used as a successful physical activity and e-learning alternative (Fogel, Miltenberger, Graves, & Koehler, 2010; Mellecker, Witherspoon, & Watterson, 2013). Incorporating Active Learning into physical education lessons has shown to improve physical activity levels in inactive children and provides an active alternative that is enjoyable, improves skills that are necessary for physical movement, and increases physical activity levels (Fogel et al., 2010; Maeda & Randall, 2003). Using Active Learning inside the classroom has also resulted in promising learning outcomes, teacher acceptance, and student enjoyment (Mellecker et al., 2013). Proponents of traditional physical education (PE) programs that focus primarily on sport and exercise regimes may be reluctant to embrace Active Learning into physical education lessons. Removed from many curriculums or cancelled due to increased focus on national and state mandated testing, physical education is slowly being eliminated from the school day (National Association for Sport and Physical Education & American Heart Association, 2012). Inclement weather conditions or lack of space also limit the amount and level of physical activity participation. For students beginning an exercise regime for the first time or for those students ridiculed due to their lack of skill or success in sport and exercise, Active Learning may prove to be an attractive alternate physical activity as most games are easy to play and can be individualized for a participants’ skill level. Individualized and graded challenges (competence) and self-selected levels (autonomy) in video games allow the user to participate at a pace that suits one’s skill-level and understanding, and this promotes engagement and sustainability in an activity (Sheldon & Filak, 2008). This is particularly relevant in active video gameplay, as it requires players to meet the cognitive demands, as well as the physical effort of each level in the game, but also allows players to determine the speed at which they perform a task or move to the next level. The “play at your own pace” feature in Active Learning could also instill the confidence needed to engage in physical activity. When addressing the lack of interest or unwillingness to participate in physical activity and when considering the positive attributes associated with Active Learning, there is a potential advantage to using Active Learning as a physical activity and learning alternative, which should be studied further.
OCL - Oleagineux Corps Gras Lipides
Mécanisme d'absorption intestinale des acides gras àl longue chaǐne : řole émergent du CD36 | [Mechanism of Intestinal Absorption of Long chain Fatty acid: Emerging role of CD36]2012 •
2014 •
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Left Ventricular Assist Device Management in the ICU2014 •
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