PMID- 38393767
OWN - NLM
STAT- PubMed-not-MEDLINE
LR  - 20240312
IS  - 2291-9279 (Print)
IS  - 2291-9279 (Electronic)
VI  - 12
DP  - 2024 Feb 23
TI  - Exploring the Use of a Learning-Based Exergame to Enhance Physical Literacy, Soft 
      Skills, and Academic Learning in School-Age Children: Pilot Interventional Study.
PG  - e53072
LID - 10.2196/53072 [doi]
LID - e53072
AB  - BACKGROUND: There is ample evidence that most children do not perform enough 
      physical activity (PA). To address this major public health problem, the French 
      government implemented 30 minutes of daily PA (DPA) at schools but did not 
      provide any supplemental resources or concrete guidance. Considering both 
      children's interest in video games and the need for teachers to complete their 
      curriculum, the use of a learning-based exergame that combines PA and learning 
      appears 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 had a pre-post design and used the Play LU exergame platform. The study 
      included 79 children with a mean age of 8.9 (SD 1.2) years from grade 2 (7 years 
      old) to grade 5 (11 years old). Play LU requires players to throw balls against a 
      wall to reach a target or to activate an object and provides an interactive game 
      area for educational activities linked to specific learning themes. After a 
      4-session familiarization phase during which the teachers chose to prioritize 
      mathematics learning in 30-minute DPA sessions, students took part in DPA 
      sessions over a period of 3 weeks with Play LU and a motor skills circuit behind 
      the LU setup to keep them continuously active. All sessions were carried out by 
      PA specialists. Each session started with a warm-up using the Groove application, 
      continued with main activities promoting mathematics learning adapted to each 
      grade level, and ended with a 3-minute meditation for returning to a calm and 
      serene state using the Gaia application. Before (T0) and after (T1) the program, 
      students completed a self-evaluation booklet to assess their levels of physical 
      literacy, academic performance, and soft skills. RESULTS: The implementation of 
      this exergaming program was welcomed by the school's administration, teaching 
      staff, and parents. After the program, we observed increased scores for physical 
      literacy (difference +2.6, percentage change +3.6%; W=933.0; P=.002; r(rb)=-0.39, 
      95% CI -0.58 to -0.16) and motivation in mathematics (+0.7, +9.8%; W=381.5; 
      P=.005; r(rb)=-0.44, 95% CI -0.66 to -0.16). In addition, it is important to note 
      that some measures progressed differently across learning levels and age groups. 
      CONCLUSIONS: The study results indicate positive impacts of learning-based 
      exergaming on physical literacy and motivation in mathematics among school-age 
      children.
CI  - (c)Aurelie Goncalves, Florence Lespiau, Gaetan Briet, Eugenie Vaillant-Coindard, 
      Angele Palermo, Elsa Decobert, Nathan Allegret-Bourdon, Elodie Charbonnier. 
      Originally published in JMIR Serious Games (https://games.jmir.org), 23.02.2024.
FAU - Goncalves, Aurelie
AU  - Goncalves A
AUID- ORCID: 0000-0003-0843-4578
AD  - APSY-v, University of Nimes, Nimes, France.
FAU - Lespiau, Florence
AU  - Lespiau F
AUID- ORCID: 0000-0002-0547-3371
AD  - APSY-v, University of Nimes, Nimes, France.
FAU - Briet, Gaetan
AU  - Briet G
AUID- ORCID: 0000-0001-8935-8129
AD  - APSY-v, University of Nimes, Nimes, France.
FAU - Vaillant-Coindard, Eugenie
AU  - Vaillant-Coindard E
AUID- ORCID: 0000-0001-5621-6554
AD  - APSY-v, University of Nimes, Nimes, France.
FAU - Palermo, Angele
AU  - Palermo A
AUID- ORCID: 0009-0003-3025-6066
AD  - APSY-v, University of Nimes, Nimes, France.
FAU - Decobert, Elsa
AU  - Decobert E
AUID- ORCID: 0009-0005-8867-4898
AD  - APSY-v, University of Nimes, Nimes, France.
FAU - Allegret-Bourdon, Nathan
AU  - Allegret-Bourdon N
AUID- ORCID: 0009-0007-0983-9186
AD  - APSY-v, University of Nimes, Nimes, France.
FAU - Charbonnier, Elodie
AU  - Charbonnier E
AUID- ORCID: 0000-0002-0225-9564
AD  - APSY-v, University of Nimes, Nimes, France.
LA  - eng
PT  - Journal Article
DEP - 20240223
PL  - Canada
TA  - JMIR Serious Games
JT  - JMIR serious games
JID - 101645255
PMC - PMC10924257
OTO - NOTNLM
OT  - children
OT  - educational games
OT  - exergaming
OT  - learning support
OT  - physics playground
OT  - primary school
COIS- Conflicts of Interest: None declared.
EDAT- 2024/02/23 12:44
MHDA- 2024/02/23 12:45
PMCR- 2024/02/23
CRDT- 2024/02/23 11:54
PHST- 2023/09/29 00:00 [received]
PHST- 2023/11/28 00:00 [accepted]
PHST- 2023/11/14 00:00 [revised]
PHST- 2024/02/23 12:45 [medline]
PHST- 2024/02/23 12:44 [pubmed]
PHST- 2024/02/23 11:54 [entrez]
PHST- 2024/02/23 00:00 [pmc-release]
AID - v12i1e53072 [pii]
AID - 10.2196/53072 [doi]
PST - epublish
SO  - JMIR Serious Games. 2024 Feb 23;12:e53072. doi: 10.2196/53072.