Running head: Active Video Games

Active Video Games: Impact on Physical Activity Levels in K-12 Students

Stephen B. Penney
Memorial University of Newfoundland

Author Note

This paper is written as a partial fulfillment of ED 6590. The supervising

instructor is Sylvia Moore. Correspondence concerning this paper may be addressed to
Stephen B. Penney, P.O. Box 892, Iqaluit, NU. E-mail: mr_volleyball_03@hotmail.com.

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Abstract

Children have been less apt to be physically active and less interested and motivated to
move and play. This physical inactivity has been linked as a major contributor to
childhood obesity. Are active video games (AVG) able to provide K-12 students with
comparable or greater physical activity levels than traditional forms of physical
activities? An analysis of 14 studies unveiled three main sub-themes related to AVGs:
physical activity levels, motivation to be physically active, and AVG novelty. The
research suggests that there is a lack of clarity on the health benefits related to physical
activity levels during AVGs. Similarly, while many of the researchers recognized
motivation as a key component for increasing AVG physical activity levels in children,
results were inconclusive as to which AVGs were best for enhancing motivation. And
finally, AVG novelty seemed to improve physical activity levels at the beginnings of
most studies, but this effect diminished over time. Despite the inconsistent evidence on
whether or not AVGs are reaching the minimum health requirements for children,
researchers agree that educators should keep an open mind with this novel approach to
physical activity and proceed with caution, slowly incorporating these AVGs into the
school system.

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Table of Contents

Abstract

Introduction

Rationale

Organization of Paper

Study Inclusion and Exclusion Criteria

Findings

Physical Activity Levels

Motivation to be Physically Active

14

AVG Novelty

17

Conclusion, Limitations, and Implications

18

References

22

Appendix A

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Active Video Games: Impact on Physical Activity Levels in K-12 Students
Researchers have established that sedentary behaviours such as playing video
games compete directly with and negatively affect the amount of time that children may
spend participating in physical activities (Duncan, Birch, Woodfield, & Hankey, 2011).
According to Faigenbaum (2015) and Duncan et al. (2011), children have been less apt to
be physically active, and less interested and motivated to move and play due to these
entertaining sedentary digital mediums. As a result, their choice to be physically inactive
has been linked as a major contributor to childhood obesity, which can lead to a higher
chance of obesity in adulthood (World Health Organization, 2015). However, the World
Health Organization (2015) also claims that obesity is preventable and suggests that
children should engage in sixty minutes of physical activity per day to help avoid
problems such as breathing difficulties, increased risk of fractures, and hypertension, that
have been associated with obesity.
The purpose of this paper is to present an analysis on the theme of physical
activity as it pertains to active video game (AVG) use within a school setting. Physical
activity refers to any activity requiring large muscle groups (legs, arms, back, or
abdominals) to perform large motor movements which include but are not limited to
walking, running, squatting, swinging arms, jumping, throwing, catching, punching, and
kicking (Fogel, Miltenberger, Graves, & Koehler, 2010; Shayne, Fogel, Miltenberger, &
Koehler, 2012). The American College of Sports Medicine (ACSM) states that:
Children and adolescents should accumulate a minimum of 60 minutes of physical
activity daily as part of transportation, physical education, sport, free play and
planned exercise. The activities should be a combination of moderate and
vigorous intensity. Moderate intensity is defined as activity that increases
breathing, sweating, and heart rate and vigorous intensity substantially increases
breathing, sweating, and heart rate (Faigenbaum, 2015).

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Physical activity in children is an important theme because as Hansen and Sanders (2010)
state, school-aged children require a minimum of 60 minutes of moderate-to-vigorous
physical activity (MVPA) every day in order to reduce the risk of obesity. In the past, the
majority of children have not met these requirements (Fogel et al., 2010; Hansen &
Sanders, 2010; Shayne et al., 2012). As indicated by Duncan, et al. (2011), obesity has
not only increased in children, but their interest in physical activity has diminished as
their interest in technology has increased.
Video games provide users with virtual worlds that contain rapid feedback
structures, high-end dual coding of audio and video affordances, and a relatively
consequence-free opportunity to repeatedly practice skills; AVGs are no exception (Lin
& Zhang, 2011). According to Peng, Crouse, and Lin (2012), AVGs are a new genre of
gaming that require players to use gross body movements to increase their physical
activity level compared to traditional sedentary video games that require no gross motor
movements.
With the advent of these potentially fun and engaging AVGs, researchers have
been inspired to study whether or not these new games can be used to promote healthy
active behaviours or achieve the physical activity standards set by governing bodies such
as ACSM (Peng, et al., 2012). Furthermore, this paper will refer to the literature to
determine if there is enough evidence to answer the following question: Are AVGs able
to provide K-12 students with comparable or greater physical activity levels than
traditional forms of physical activities?

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Rationale
If some students find physical activity less interesting and their attention has
migrated to technology, it might be possible to harness the addictive powers of video
games to motivate the students to be physically active again. However, participating in
the AVG may not be sufficient if those students are not achieving levels of physical
activity comparable to traditional physical education programs. If these games can also
provide students with MVPA levels that are comparable or superior to traditional
physical education programs then physical education teachers should consider
incorporating this new area of physical activity. They should be encouraged to include a
component of AVGs for their students to try out as an option.
Organization of the Paper
This literature review contains sections for study inclusion and exclusion criteria,
findings, and conclusions, limitations, and implications. The study inclusion and
exclusion criteria section occurs first and explains how the literature analysis was
performed. The results of the analysis and emerging themes of the studies are reported in
the findings section. These themes are critiqued, judged, evaluated, and discussed in
great depth in the findings section to show existing patterns in the current literature. The
main findings concerning AVGs are reiterated and emphasized in the concluding section
and a definitive answer to the research question is stated. Furthermore, this section
identifies the existing limitations of the analysis and the implications identified in relation
to practice and policy.

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Study Inclusion and Exclusion Criteria
All studies included an electronic medium. The analysis only included sources
with the following two groups of keywords in combination physical activit*, physical
education, fitness, heart rate, energy expenditure and video gam*, active video gam*,
active gam*, exergam*, Nintendo Wii, and Xbox Kinect as part of the title. The journal
sources had to include research participants, therefore, meta-analyses, book reviews,
etc were excluded. The studies selected ranged from 2010 to 2016.
Krippendorff (2004) defines content analysis as a research technique for making
replicable and valid inferences from texts [or other meaningful matter] to the contexts of
their use (p. 18). The purpose of this content analysis was to discover patterns, denote
similarities and differences, and extrapolate common concepts from various studies
surrounding the theme of physical activity and how it relates to the use of video games in
a school setting.
For this analysis, literature was selected and read based on its relevance to
physical activity and video games. Particular attention was focused on the results and the
discussion sections of the studies. All relevant information concerning the research was
recorded and organized. As the notes were analyzed and sub-themes emerged,
similarities and differences among the research studies became more evident.
From the 14 selected studies in this analysis, eleven were designed from a
quantitative perspective (Duncan & Staples, 2010; Duncan et al., 2011; Eason, York,
LeJeune, & Norris, 2016; Fogel et al., 2010; Haichun, 2012; Haichun, 2013; Lwin &
Malik, 2012; Scanlan, Arkinstall, Dalbo, Humphries, Cameron, & Kingsley, 2013;
Mellecker & McManus, 2014; Shayne et al., 2012; Vernadakis, Gioftsidou, Antoniou,

ACTIVE VIDEO GAMES

Ioannidis, & Giannousi, 2012) while one was purely qualitative (Hansen & Sanders,
2010) and two utilized a mixed methods approach (Baranowski, Abdelsamad,
Baranowski, OConnor, Thompson, Barnett, Cerin, & Chen, 2012; Lin & Zhang, 2011).
Eight of the studies were conducted in the United States of America (Baranowski et al.,
2012; Eason et al., 2016; Fogel et al., 2010; Haichun, 2012; Haichun, 2013; Hansen &
Sanders, 2010; Lin & Zhang, 2011; Shayne et al., 2012), two occurred in England
(Duncan & Staples, 2010; Duncan et al., 2011), one in Australia (Scanlan et al., 2013),
one in Greece (Vernadakis et al., 2012), one in China (Mellecker & McManus, 2014),
and one transpired in Singapore (Lwin & Malik, 2012).
A variety of video games were used in the studies such as Nintendo Wii,
Gamercize Stepper + Xbox 360, Xbox 360 Kinect, Dance Dance Revolution (DDR),
Three Rivers Game Cycle, Dog Fight Flight Simulator, Cateye Game Bike, XrBoard, 3Kick, XaviX J-Mat, XaviX Sports, and XaviX Racing. However, the Nintendo Wii made
an appearance in nearly every study. The number of participants involved in the studies
ranged anywhere from 4 up to 1112. The majority of the participants were children (8 12 years), however there were four studies (Eason, et al., 2016; Lin & Zhang, 2011;
Scanlan et al., 2013; Vernadakis et al., 2012) that focused on pre-service teachers,
physical education undergraduates, and healthy adults. The data collection methods for
physical activity included tools such as triaxial accelerometers, surveys, formal/informal
interviews (open-ended questions), journal entries, console records, pedometry, heart rate
(HR) monitoring, portable gas analyzers, 6-20 Borg rating of perceived exertion (RPE),
personal data assistants (PDA), observational fieldnotes, leisure time exercise
questionnaire, and the Biodex Stability System.

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Findings

The analysis of the 14 studies revealed three main sub-themes related to physical
activity and video games. The themes that emerged from the analysis were physical
activity levels, motivation to be physically active, and AVG novelty.
Physical Activity Levels
While many studies do not agree on the specifics of AVGs affects on physical
activity levels, and the literature on exergaming is novel and limited, AVGs have been
predominantly acknowledged as a viable alternative to complement existing school
programming and leisure time with the aim of improving physical activity levels in
students (Duncan et al., 2011; Fogel et al., 2010; Haichun, 2012; Haichun, 2013; Hansen
& Sanders, 2010; Lin & Zhang, 2011; Lwin & Malik, 2012; Shayne et al., 2012;
Vernadakis et al., 2012). Furthermore, for adults and young adults that might otherwise
be disengaged and sedentary, studies suggest that AVGs could be used as an alternative
to traditional methods for motivating these individuals to become physically active
(Eason, et al., 2016). However, some studies such as Scanlan et al. (2013) caution
exercise professionals that prescribing AVGs as an alternative to traditional exercise
participation may actually be detrimental to young adults.
Duncan and Staples (2010), Haichun (2012), and Haichun (2013) provided
statements from laboratory-based research suggesting that AVGs may not be sufficient to
achieve the ACSMs recommended MVPA levels required for children. Haichun (2012)
and Haichun (2013) confirmed these reports showing that children using AVGs could
only elicit light-to-moderate physical activity levels. Duncan and Staples (2010)
supported these claims by demonstrating that the amount of steps per minute was greater

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during traditional recess play than using the Nintendo Wii AVGs. Furthermore, they
found that the amount of time spent on MVPA while using the Nintendo Wii was
significantly lower than while children participated in traditional recess play (Duncan &
Staples, 2010). While AVGs showed an acute increase in physical activity during the
first week of implementation, the physical activity levels dropped significantly for the
remainder of the study (Duncan & Staples, 2010). In fact, due to what seems to be a
novelty effect, the authors proposed that the physical activity levels during recess may
have been suppressed after the introduction of these AVGs (Duncan & Staples, 2010).
More recently, Scanlan et al. (2013) and Eason et al. (2016) reported that
traditional methods of tennis and dance for adults are superior to their AVG counterparts
on Xbox 360 Kinect and Nintendo Wii. Scanlan et al. (2013) demonstrated that
traditional tennis was able to produce greater heart rate and metabolic equivalents (MET)
intensities than active tennis gaming. The authors also stated that their participants did
not meet the ACSM guidelines for physical activity intensity to promote or maintain good
health in young adults (Scanlan et al., 2013). However, they did report that the active
tennis gaming achieved higher heart rate and METs than sedentary gaming. Similarly,
Eason et al. (2016) presented physiological evidence that dance AVGs were not able to
achieve the same level of heart rate and energy expenditure that traditional dance classes
were able to elicit. However, they did note that participants using the Xbox Kinect dance
game did expend enough energy to fulfill the ACSM recommended guidelines for
successful weight management (Eason et al., 2016). Another study comparing traditional
physical activity to its AVG counterpart on Nintendo Wii was Vernadakis et al. (2012).
Unlike Eason et al. (2016) and Scanlan et al. (2013) who assessed physical activity

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intensities, Vernadakis et al. (2012) measured another important factor of fitness
balance. The study discovered equivalent improvements in balance for adults with no
significant difference between a Wii Fit Plus training regiment and a traditional balancetraining program (Vernadakis et al., 2012).
Baranowski et al. (2012), Duncan and Staples (2010), and Duncan et al. (2011)
referenced other laboratory-based studies that reported MVPA levels while playing
AVGs. While most of these studies (Baranowski et al., 2012; Duncan & Staples, 2010)
were not able to replicate this condition in a naturalistic setting, one was (Duncan et al.,
2011). Duncan et al. (2011) followed up Duncan and Staples (2010) with a similarly
designed study that substituted the Nintendo Wii with the Xbox 360 Gamercize Stepper
to further confirm the results from their first study. However, they found that by
implementing the use of the Gamercize Power Stepper, physical activity levels were
adequate and comparable to children participating in traditional recess activities (Duncan
et al., 2011).
According to Mellecker and McManus (2014), it was apparent that not all AVGs
were created equal and some appeared to be better at increasing physical activity levels in
children than others. Therefore, they decided to compare three AVGs (Kinect River
Rush, Gamercize Stepper, and XaviX J-Mat) against each other for physical activity
intensity and evaluated if they met the baseline requirements for moderate (heart rate
55% of peak VO2) and vigorous (heart rate 75% of peak VO2) physical activity according
to the US Department of Health (Mellecker & McManus, 2014). The authors discovered
that the XaviX J-Mat was able to produce the greatest physical activity intensities of the
three, however, it was only able to meet the moderate standard (Mellecker & McManus,

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2014). While the Gamercize Stepper was able to increase the participants heart rates
more than Kinect River Rush, both AVGs were not able to meet the moderate or vigorous
physical activity standards set out by the US Department of Health (Mellecker &
McManus, 2014).
Another benefit of AVGs that was revealed to Fogel et al. (2010) and Shayne et
al. (2012) was more minutes of physical activity and more opportunities for children to
participate in physical activity during the AVG sessions than in the traditional physical
education classes. Furthermore, Fogel et al. (2010) and Shayne et al. (2012) noticed that
students participating in AVG sessions wasted less of their available time standing still
than in their traditional physical education classes. Similarly, Lwin and Malik (2012)
reported that AVGs showed significant increases in strenuous exercise behaviour in
children and adolescents.
Several studies (Baranowski et al., 2012; Duncan & Staples, 2010; Duncan et al.,
2011; Eason et al., 2016; Fogel et al., 2010; Haichun, 2012; Haichun 2013; Lwin &
Malik, 2012; Scanlan et al., 2013; Shayne et al., 2012) have provided conflicting
evidence that both supported and refuted the use of AVGs to increase physical activity
levels.
Duncan et al. (2011) uncovered some compelling evidence which suggested that
physical activity during exergaming was not only adequate for children, but was also
comparable to the traditional methods of participating in physical activity. Furthermore,
Fogel et al. (2010), Lwin and Malik (2012), and Shayne et al. (2012) all reported that
physical activity levels reached the minimum requirements for children and surpassed
their traditional physical education counterparts. The participants in these studies (Fogel

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et al., 2010; Shayne et al., 2012; Lwin and Malik, 2012) displayed higher levels of
physical activity and used their available time to participate more efficiently. To achieve
these results, the authors (Duncan et al., 2011; Fogel et al., 2010; Lwin & Malik, 2012;
Shayne et al., 2012; Vernadakis et al., 2012) used consoles and games with a track record
for meeting the physical activity minimum requirement for children. Vernadakis et al.
(2012) provided a facilitator to deliver explicit instructions to the children. These
changes addressed some of the limitations experienced in the other studies (Baranowski
et al., 2012; Duncan & Staples, 2010).
Baranowski et al. (2012), Duncan and Staples (2010), Haichun (2012), and
Haichun (2013) showed evidence that physical activity levels in exergaming activities
were inadequate for reaching the minimal standard required for children. However, as
noted in their limitations, Duncan and Staples (2010) used pedometry as a measure of
physical activity and many of the Nintendo Wii games they used in their study rely on
upper limb movementwhich would have not been measured by a pedometer.
Similarly, Baranowski et al. (2012) provided the games to the children without the
support of a facilitator or schedule, which they acknowledge may have caused the lower
physical activity scores. Haichun (2012) recognized that their instructors had little to no
experience implementing AVGs and may have been the reason for the low physical
activity levels. However, this study was followed up with a longer study that showed
slightly higher physical activity levels in children, but still not high enough to meet the
minimum standards (Haichun, 2013).
While Eason et al. (2016) and Scanlan et al. (2013) indicated traditional sports as
superior for achieving higher heart rates and energy expenditure over their AVG

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equivalent, the evidence on whether or not AVGs can meet the ACSM physical activity
minimum requirements for weight management and health maintenance conflicts and
requires additional research. Moreover, further research is also required to assess
whether or not other fitness factors such as stability and flexibility, that may not increase
the physical activity level to the ACSM physical activity minimum requirements but are
important to developing a healthy body, are able to be improved through the
implementation of AVGs as a supplement or replacement to traditional methods
(Vernadakis et al. 2012).
Motivation to be Physically Active
Haichun (2012) and Haichun (2013) reported that the motivation observed during
AVGs was representative of typical intrinsic motivation rarely seen in children. This is
important because as Lin and Zhang (2011) noted, passion and intrinsic motivation are
significant predictors of perceived effort. Mellecker and McManus (2014) observed
differences in effort between two full-body AVGs stating that the AVG that produced
greater physical activity levels may have been influenced by a more intriguing and
culturally relevant storyline that motivated the children to try harder. Haichuns (2012)
results confirmed that these lasting effects of challenge, exploration, and instant
enjoyment were key factors in this motivational power driving children to engage in
physical activity through AVGs. However, Haichun (2013) indicated that situational
interest decreased, specifically in challenge and exploration, over time when AVGs were
implemented. Hansen and Sanders (2010) identified video game play motivation as an
element alleviating students from boredom or anxiety by carefully matching their ability
and game difficulty.

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Haichun (2012) reported that children were attracted to the AVGs in their
physical education classes because of a heightened situational interest. However,
Haichun (2013) conducted a longer study, over two semesters, which showed a decrease
in situational interest with the potential to lower motivation to engage in exergaming
activities in the future. Hansen and Sanders (2010) observed students voluntarily
engaging in AVGs and remaining engaged in those activities during physical education
classpersistence to game (P2G). Lin and Zhang (2011) reported that identified
regulation [highly valued behaviours performed out of choice] was a positive predictor of
passion. Mellecker & McManus (2014) reported that autonomy increased exercise
intensity and the amount of time children engaged in the AVG. Because more choices
were available during AVG sessions, children were more likely to express their thoughts,
feelings, and experiences (Hansen & Sanders, 2010). However, it was also reported that
if the motor task did not match the AVG experience, such as with the Gamercize Stepper,
physical activity intensity was decreased (Mellecker & McManus, 2014).
Baranowski et al. (2012) noted that none of the video games used in their study
had an engaging narrative component. As a result, childrens intensity and time being
physically active may have been negatively affected (Baranowski et al., 2012). Duncan
et al. (2011) previously confirmed this concept and explained that the motivation to
engage in activity comes from a desire to interact within the gaming experience with
physical activity being integral to immersion in the narrative of the game play. Since
the Gamercize Stepper only requires a minimum cadence of 30 steps per minute in order
for the console controller to function, and has no bearing on the outcome of the games
narrative, motivation to step at a quicker cadence is not presented (Duncan et al., 2011).

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Vernadakis et al. (2012) identified exergaming feedback specificity and frequency
may have been a factor motivating the success of the physical performance. The
researchers also noted that the teachers appeared to smile more while giving more
specific positive feedback while children participated in AVGs (Fogel et al., 2010).
Baranowski et al., (2012) noted a substantial social involvement when children used the
Nintendo Wii console. Fogel et al. (2010) reported that teachers identified a decrease in
behaviour problems as a result of exergaming.
Although many of the researchers (Baranowski et al., 2012; Duncan et al., 2011;
Fogel et al., 2010; Haichun, 2012; Hansen & Sanders, 2010; Lin & Zhang, 2011;
Vernadakis et al., 2012) recognized motivation as a key component in getting children
physically active using AVGs, each study took a slightly different view. Some studies
reported on intrinsic motivation and the importance of choice associated with video game
play (Haichun, 2012; Hansen & Sanders, 2010; Lin & Zhang, 2011), while others focused
on the importance of an intriguing narrative combined with quality feedback (Baranowski
et al., 2012; Duncan et al., 2011; Fogel et al., 2010; Vernadakis et al., 2012).
Hansen and Sanders (2010) and Haichun (2012) agreed that enjoyment plays a
key role for getting students intrinsically motivated in an activity. In these cases (Hansen
& Sanders, 2010; Haichun, 2012), exergaming provided the novel and innovative
experiences required to achieve this high level of instant enjoyment. Moreover, by
providing participants with a play-like active gaming area where they were free to choose
the exergaming station that best motivated them, they were more likely to enjoy and
remain engaged in the activity for longer (Hansen & Sanders, 2010; Haichun, 2012).
When these experiences meet students needs for success in a social environment, future

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participation in physical activity is encouraged (Hansen & Sanders, 2010; Haichun, 2012;
Lin & Zhang, 2011).
AVG Novelty
Duncan and Staples (2010) reported that AVGs had an acute effect on physical
activity. However, physical activity significantly decreased in the subsequent data
collections (Duncan and Staples, 2010). Fogel et al. (2010) reported that children might
have been more physically active when using AVGs because of the novelty. Haichun
(2012) reported that scores in challenge and novelty decreased over time and the children
had difficulty maintaining their heightened level of situational interest throughout the
study. This data questions the sustainability of interest in this novel form of physical
activity (Haichun, 2012). Fogel et al. (2010) suggest longer studies to control for the
potential confounding effect of novelty on the amount of the physical activity. However,
Shayne et al. (2012) indicated that novelty never played a large role in their study, as
physical activity levels were still greater in the exergaming group than the traditional
physical education classes.
Duncan and Staples (2010), Fogel et al. (2010), and Haichun (2012) identified
novelty as being a possible factor influencing physical activity levels present in the
research findings. While Shayne et al. (2012) states that novelty never had an impact on
the results of their study, it has been recommended by Fogel et al. (2010) to account for
the potential confounding effect of novelty by conducting longer studies.
For children that are not typically attracted to the traditional forms of physical
activity, AVGs may provide an alternative method for achieving the minimum
requirements of daily MVPA (Duncan et al., 2011; Haichun, 2012; Lwin & Malik, 2012).

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However, Duncan et al. (2011) also acknowledge that if the children are not interested in
this alternative method, physical activity levels may actually be hindered. Haichuns
(2012) study reveals to physical educators the challenge of effectively implementing
exergaming in a way that meets the minimum requirements for children in physical
activity.
Lin and Zhang (2011) indicated that pre-service teachers recognized the benefits
of using exergames in the classroom. However, some teachers noted insecurity and
anxiety when playing the games in front of their peers and others acknowledged time
limit and station number restraints available for active play (Lin & Zhang, 2011). This
study also identified barriers that teachers may face such as the technology may be
difficult to use, unpleasant to learn, inconvenient, costly, or time-consuming and the
importance of addressing these issues so that teachers feel satisfied, effective, selfsufficient, and connected to a community of like-minded individuals (Lin & Zhang,
2011).
Conclusions, Limitations, and Implications
The findings of the 14 sources suggest that there is a lack of clarity on the health
benefits related to physical activity levels during active video gaming. The available
studies are novel and limited containing more limitations than conclusions. However,
researchers (Baranowski et al., 2012; Duncan & Staples, 2010; Duncan et al., 2011;
Eason et al., 2016; Fogel et al., 2010; Haichun, 2012; Haichun, 2013; Hansen & Sanders,
2010; Lin & Zhang, 2011; Lwin & Malik, 2012; Mellecker & McManus, 2014; Scanlan
et al., 2013; Shayne et al., 2012; Vernadakis et al., 2012) did agree that AVGs do provide
a level of physical activity that exceeds the levels of physical activity exhibited from an

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inactive video game. There is also a consensus amongst authors (Duncan et al., 2011;
Fogel et al., 2010; Haichun, 2012; Hansen & Sanders, 2010; Lin & Zhang, 2011; Lwin &
Malik, 2012) that AVGs spark an interest in our youth and motivate them to use this
technology. However, while most researchers (Baranowski et al., 2012; Duncan &
Staples, 2010; Duncan et al., 2011; Eason et al., 2016; Fogel et al., 2010; Haichun, 2012;
Hansen & Sanders, 2010; Lin & Zhang, 2011; Lwin & Malik, 2012; Mellecker &
McManus, 2014; Shayne et al., 2012; Vernadakis et al., 2012) acknowledge the value of
AVGs as an alternative to traditional physical activity methods, Scanlan et al. (2013)
cautioned exercise professionals against recommending sport AVGs as a replacement for
traditional sports due to their inability to achieve the physical activity guidelines set out
by various governing bodies.
Several limitations exist affecting the results of the analysis. Duncan and Staples
(2010) used pedometry [typically used for counting steps taken] as a measure of physical
activity despite the parameters of their study focused on upper body movements using the
Nintendo Wii. Duncan et al. (2011) somewhat rectified this error in a later study by
simply replacing the Nintendo Wii with the Gamercize power stepper. However, they did
not ever utilize accelerometers because the equipment was not available to the
researchersthe method they both (Duncan & Staples, 2010; Duncan et al., 2011)
suggested should be used for this type of study. The sample sizes may have been too
small for two of the quantitative studies. Fogel et al. (2010) and Shayne et al. (2012)
both only reported 4 participants for each of their studies because of the limited number
of personal digital assistants available for collecting data. Furthermore, the studies
included in this analysis are not very long and last from one day to 13 weeks. Several

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researchers agree that longitudinal studies are required to further understand the concepts
behind the links between video games and physical activity (Duncan & Staples, 2010;
Duncan et al., 2011; Haichun, 2012; Lwin & Malik, 2012; Vernadakis et al., 2012).
There were also certain apprehensions surrounding the challenges teachers would
face as they try to incorporate this new technology into their classrooms. Some of these
challenges included becoming familiar with the game, matching it with the existing
curriculum outcomes, and receiving support from administrators and parents (Lin &
Zhang, 2011). Furthermore, schools must consider the cost of the equipment, the
likelihood and cost of the equipment failing, and the physical activity yield (Lin &
Zhang, 2011; Shayne et al., 2012).
Scanlan et al. (2013) expressed their concern against using AVGs as an
innovative approach for improving exercise habits among young adults because the
effectiveness of this method for increasing physical activity levels or meeting physical
activity guidelines is inconclusive. However, most researchers agree that schools
considering the use of AVGs must ensure that the AVG medium they select and their
method of delivery is conducive to achieving the physical activity guidelines within their
jurisdiction (Baranowski et al., 2012; Duncan & Staples, 2010; Duncan et al., 2011;
Eason et al., 2016; Fogel et al., 2010; Lin & Zhang, 2011; Lwin & Malik, 2012;
Mellecker & McManus, 2014; Shayne et al., 2012; Vernadakis et al., 2012).
Despite the inconsistent evidence on whether or not AVGs are reaching the
minimum MVPA requirements for children (Baranowski et al., 2012; Duncan & Staples,
2010; Duncan et al., 2011; Eason et al., 2016; Fogel et al., 2010; Lin & Zhang, 2011;
Lwin & Malik, 2012; Mellecker & McManus, 2014; Scanlan et al., 2013; Shayne et al.,

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2012; Vernadakis et al., 2012) and the challenges that lay ahead, researchers (Duncan et
al., 2011; Fogel et al., 2010; Haichun, 2012; Hansen & Sanders, 2010; Lin & Zhang,
2011; Lwin & Malik, 2012; Mellecker & McManus, 2014; Shayne et al., 2012;
Vernadakis et al., 2012) agree that educators should keep an open mind with this novel
approach to physical activity and proceed with caution, slowly incorporating these AVGs
into the school system. Many researchers (Duncan & Staples, 2010; Duncan et al., 2011;
Fogel et al., 2010; Haichun, 2012; Hansen & Sanders, 2010; Lin & Zhang, 2011; Lwin &
Malik, 2012; Mellecker & McManus, 2014; Shayne et al., 2012; Vernadakis et al., 2012)
agree that AVGs should not replace the traditional methods for participating in physical
activity, but rather, should complement them as an alternative for students who may not
otherwise be interested or unengaged with the current status quo. Hansen and Sanders
(2012) state active gaming is not a fad, will continue to grow in popularity, and certainly
deserves further exploration (p. 40).

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ACTIVE VIDEO GAMES

22
References

Baranowski, T., Abdelsamad, D., Baranowski, J., OConnor, T., Thompson, D., Barnett,
A., Cerin, E., & Chen, T. (2012). Impact of an active video game on healthy
childrens physical activity. Pediatrics, 129(3), e636-e642. doi: 10.1542/peds.
2011-2050
Duncan, M., & Staples, V. (2010). The impact of a school-based active video game play
intervention on childrens physical activity during recess. Human Movement,
11(1), 95-99. doi: 10.2478/v10038-009-0023-1
Duncan, M., Birch, S., Woodfield, L., & Hankey, J. (2011). Physical activity levels
during a 6-week school-based, active videogaming intervention using the
gamercize power stepper in british children. Medicina Sportiva, 15(2), 81-87.
doi: 10.2478/v10036-011-0014-0
Eason, J., York, A., LeJeune, C., & Norris, S. (2016). A comparison of energy
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Faigenbaum, A. (2015). ACSM information on physical activity in children and
adolescents. Retrieved from https://www.acsm.org/docs/defaultsource/brochures/physical-activity-in-children-and-adolescents.pdf?sfvrsn=4
Fogel, V., Miltenberger, R., Graves, R., & Koehler, S. (2010). The effects of exergaming
on physical activity among inactive children in a physical education classroom.
Journal of Applied Behavior Analysis, 43(4), 591-600. doi: 10.1901/jaba.2010.
43-591
Haichun, S. (2012). Exergaming impact on physical activity and interest in elementary
school children. Research Quarterly for Exercise and Sport, 83(2), 212-220.
Retrieved from http://search.proquest.com.qe2a-proxy.mun.ca/docview/102331
7254?accountid=12378
Haichun, S. (2013). Impact of exergames on physical activity and motivation in
elementary school students: A follow-up study. Journal of Sport and Health
Science, 2, 138-145. doi: 10.1016/j.jshs.2013.02.003
Hansen, L. & Sanders, S. (2010). Fifth grade students experiences participating in active
gaming in physical education: the persistence to game. The ICHPER-SD Journal
of Research in Health, Physical Education, Recreation, Sport & Dance, 5(2), 3340. Retrieved from http://search.proquest.com.qe2a-proxy.mun.ca/docview/9175
31836?accountid=12378

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Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.).
Thousand Oaks, CA: Sage.
Lin, L., & Zhang, T. (2011). Playing exergames in the classroom: pre-service teachers
motivation, passion, effort, and perspectives. Journal of Technology and Teacher
Education, 19(3), 243-260. Retrieved from http://www.editlib.org.qe2a-proxy.
mun.ca/p/36150
Lwin, M., & Malik, S. (2012). The efficacy of exergames-incorporated physical
education lessons in influencing drivers of physical activity: A comparison of
children and pre-adolescents. Psychology of Sport of Exercise, 13, 756-760. doi:
10.1016/j.psychsport.2012.04.013
Mellecker, R. & McManus, A. (2014). Active video games and physical activity
recommendations: a comparison of the Gamercize Stepper, XBOX Kinect and
XaviX J-Mat. Journal of Science and Medicine in Sport, 17, 288-292. doi:
10.1016/j.jsams.2013.05.008
Peng, W., Crouse, J., & Lin, J. (2012). Using active video games for physical activity
promotion: A systematic review of the current state of research. Health
Education & Behaviour, 40(2), 171-192. doi: 10.1177/1090198112444956
Scanlan, A., Arkinstall, H., Dalbo, V., Humphries, B., Jennings, C. & Kingsley, M.
(2013). The activity intensities reached when playing active tennis gaming
relative to sedentary gaming, tennis game-play, and current activity
recommendations in young adults. Journal of Strength and Conditioning
Research, 27(9), 2588-2595. doi: 10.1519/JSC.0b013e31827f523e
Shayne, R., Fogel, V., Miltenberger, R., & Koehler, S. (2012). The effects of exergaming
on physical activity in a third-grade physical education class. Journal of Applied
Behavior Analysis, 45(1), 211-215. doi: 10.190/jaba.2012.45-211
Vernadakis, N., Gioftsidou, A., Antoniou, P., Ioannidis, D., & Giannousi, M. (2012).
The impact of Nintendo Wii to physical education students balance compared to
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24
Appendix A

Table A1
Descriptive characteristics of the studies
Authors

Research
Paradigm

Participants
78 children
(9-12 years)

Video Games

Data Collection

Nintendo Wii

Accelerometers,
Survey,
Interview,
Diaries,
Console
Records
Pedometry,
HR Monitoring

Baranowski,
Abdelsamad,
Baranowski, OConnor,
Thompson, Barnett,
Cerin, & Chen (2012)

Mixed
Methods

Duncan & Staples

(2010)

Quantitative 30 children
(10-11 years)

Nintendo Wii

Duncan, Birch,
Woodfield, & Hankey
(2011)

Quantitative 40 children
(10-11 years)

Gamercize
Stepper +
Xbox 360

Pedometry,
HR Monitoring

Eason, York, LeJeune, & Quantitative 30 female

Norris (2016)
adults (18
64)

Xbox 360
Kinect (Just
Dance 3 & 4)

Fogel, Miltenberger,
Graves, & Koehler
(2010)

Quantitative 4 children
(5th grade)

DDR,
Gamercize
Stepper,
Three Rivers
Game Cycle,
Dog Fight
Flight
Simulator,
Cateye Game
Bike,
Nintendo
Wii,
XrBoard, 3Kick

HR Monitoring,
Accelerometer,
Survey, 6-20
Borg RPE
PDA

Haichun (2012)

Quantitative 74 children
(9-12 years)

Cateye Game
Bike, XaviX
Boxing, 3Kick, Dog
Fight Flight

Accelerometers,
Surveys

ACTIVE VIDEO GAMES

25
Simulator,
Nintendo
Wii, DDR,
Gamercize
Stepper,
XrBoard

Haichun (2013)

Quantitative 70 children
(9-12 years)

Cateye Game
Bike, XaviX
Boxing, 3Kick, Dog
Fight Flight
Simulator,
Nintendo
Wii, DDR,
Gamercize
Stepper,
XrBoard

Accelerometers,
Surveys

Hansen & Sanders

(2010)

Qualitative

6 children
(5th grade)

DDR, Cateye
Game Bike,
Dog Fight
Flight
Simulator,
Three Rivers
Game Cycle,
Gamercize
Stepper,
XrBoard,
Nintendo
Wii, XaviX
Sports, 3Kick

Observational
Fieldnotes,
Formal/Informal
Interviews,
Journal Entries

Lin & Zhang (2011)

Mixed
Methods

140 preservice
teachers

Nintendo Wii

Surveys (7-point
Likert),
Observational
Fieldnotes,
Open-Ended
Questions
Surveys (5-point
scale), Leisure
Time Exercise
Questionnaire

(18-23 years)
Lwin & Malik (2012)

Quantitative 506 children

(Mage = 10.2
years); 606
preadolescents
(Mage = 10.2

Nintendo Wii

ACTIVE VIDEO GAMES

26
years)

Mellecker & McManus

(2014)

Quantitative 18 girls (Mage

= 8.5 years)

Gamercize
Stepper,
Xbox Kinect,
XaviX J-Mat

HR Monitoring

Scanlan, Arkinstall,
Dalbo, Humphries,
Jennings, & Kingsley
(2013)

Quantitative 10 adults
(Mage = 20.2
0.4 years);
6 female, 4
male

Nintendo Wii

HR Monitoring,
VO2

Shayne, Fogel,
Miltenberger, & Koehler
(2012)

Quantitative 4 children
(grade 3)

PDA,
DDR, 3Surveys
Kick,
Gamercize
Stepper,
Three Rivers
Game Cycle,
Cateye Game
Bike,
Nintendo
Wii, XrBoard

Vernadakis, Gioftsidou,
Antoniou, Ioannidis, &
Giannousi (2012)

Quantitative 32 physical
education
students (2022)

Nintendo Wii

Biodex Stability
System