The impact of Nintendo Wii to physical education students' balance compared to the traditional approaches

Vernadakis, Nikolaos; Gioftsidou, Asimenia; Antoniou, Panagiotis; Ioannidis, Dionysis; Giannousi, Maria

doi:10.1016/j.compedu.2012.01.003

Cited by 87 publications

(87 citation statements)

References 20 publications

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“…The comparison of traditional methods with new methods has also been used for physical activity (Vernadakis et al 2012;Brumels et al, 2008). Vernadakis et al (2012) presented a study comparison between a Nintendo Wii with Wii Fit Plus and a more traditional approach in order to determine whether or not there is a difference between an exergame-based balance training program and a traditional one.…”

Section: New Methods Vs Traditional Methodsmentioning

confidence: 99%

“…Vernadakis et al (2012) presented a study comparison between a Nintendo Wii with Wii Fit Plus and a more traditional approach in order to determine whether or not there is a difference between an exergame-based balance training program and a traditional one. Thirty-two students between the ages of 20 and 22 years old participated in the trials.…”

Section: New Methods Vs Traditional Methodsmentioning

confidence: 99%

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Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

153

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ElsevierFurió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. doi:10.1016/j.compedu.2012.12 AbstractIn this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.

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Section: New Methods Vs Traditional Methodsmentioning

confidence: 99%

Section: New Methods Vs Traditional Methodsmentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

153

View full text Add to dashboard Cite

show abstract

“…One tranche of work showed, for example, that touchless (or whole body) interaction can support focused and sustained attention in autistic children (Antle et al, 2011). Other research has explored the role of WBI in balance training (Vernadakis et al, 2012), its role in supporting an increase and diversity in children's movement repertoires (Landry et al, 2013), and supporting the development of body schemas through body posture, communication and imitation (Casas et al, 2012).…”

Section: Background Whole Body Interaction Systemsmentioning

confidence: 99%

Exploring Whole-Body Interaction and Design for Museums

Price¹,

Sakr

Jewitt³

2015

Interact. Comput.

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Museums increasingly use digital technology to enhance exhibition experiences for families, notably in relation to physically mediated installations for young children through Natural User Interfaces. Yet little is known about how families and children engage with such installations and the kinds of interactive experiences they engender in museum spaces. This paper addresses a pressing need for research to adopt an analytical focus on the body during such digitally mediated interactions in order to understand how such bodily interaction contributes to meaning making in the museum context. It reports an observation study of families and children interacting with an interactive Kinect-based installation in a museum exhibit on rareChinese paintings. The study shows how the installation design engenders particular forms of bodily interaction, collaboration and meaning making. It also contributes design insights into whole body interaction installations in museums and public spaces. Author KeywordsHuman computer interaction, Natural User Interface, Whole-body Interaction, User studies, Children, Interactive learning environments, Novel interaction devices Research Highlights Examining the design of Whole Body Interaction (WBI) for museum engagement  Observation study of families and children engaged in WBI in a art based museum installation  Making meaning through bodily engagement eliciting cause and effect relationships  Different forms of collaborative interaction through physically mediated communication  Contributes empirically grounded design insights to inform the use and design of WBI exhibits in museums

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“…Research on corporal effects have shown that AVGs can obtain similar (e.g., Johnson, Ridgers, Hulteen, Mellecker, & Barnett, 2015;Sheehan & Katz, 2012;Vernadakis et al, 2012) or better results than traditional fitness exercises (e.g., Bailey & McInnis, 2011;Errickson, Maloney, Thorpe, Giuliani, & Rosenberg, 2012;Foley et al, 2014). Besides, there are some supplementary benefits from playing AVGs, such as weight loss (Leatherdale, Woodruff, & Manske, 2010), coordination ability improvement (Gao, Hannan, Xiang, Stodden, & Valdez, 2013) and health-related physical fitness reinforcement (Garn, Baker, Beasley, & Solmon, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…A growing body of literature shows that AVGs are considered a valuable additional component to programs enhancing general health, physical fitness and psychomotor functioning (Gioftsidou et al, 2013;Peng, Crouse, & Lin, 2013;Vernadakis et al, 2012) as well as therapy and rehabilitation procedures (Klompstra, Jaarsma, & Strömberg, 2013;Sin & Lee, 2013;Van Diest, Lamoth, Stegenga, Verkerke, & Postema, 2013). However, there is still very limited empirical evidence that exergames can facilitate motor skill acquisition, or can provide an alternative to motor skill enhancing physical activity (Barnett, Hinkley, Okely, Hesketh, & Salmon, 2012;Papastergiou, 2009).…”

Section: Introductionmentioning

confidence: 99%

The Benefits of Active Video Games for Educational and Physical Activity Approaches: A Systematic Review

Merino-Campos

Fernández

2016

J. New Approaches Educ. Res.

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This article sets out to conduct a systematic review of the current literature on active video games as potential educational tools for physical education or physical activity. To begin with, research on active video games for educational and physical purposes has been examined with the purpose of verifying improvement of attitudes, intellectual skills, knowledge, motor skills and physical properties associated with physical activity and physical education. A second aim will be to determine the effectiveness of active video games compared with traditional approaches to physical activity. From this perspective, a systematic literature search from relevant international databases was conducted from January to July 2015 in order to find papers published in journals or conference proceedings from January 2010 onwards. Then, 2648 references were identified in database searches and 100 of these papers met the inclusion criteria. Two main conclusions are to be drawn from this research. Firstly, controlled studies demonstrate that active video games increase capacities in relation to physical activity and education. Secondly, Research also shows that physical activity interventions designed and measured using behavioural theories are more likely to be successful in comparison with traditional exercise activities.

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The impact of Nintendo Wii to physical education students' balance compared to the traditional approaches

Cited by 87 publications

References 20 publications

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Exploring Whole-Body Interaction and Design for Museums

The Benefits of Active Video Games for Educational and Physical Activity Approaches: A Systematic Review

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