Method: Prior to collecting data, institutional approval was granted by the University of Arkansas. One hundred and forty eight third and fourth grade elementary students completed two surveys (10 items each) consecutively: one after a traditional PE lesson and one after participating in a lesson taught in an exergaming lab. Each survey consisted of two parts: seven enjoyment questions and three perceived exertion questions. The lessons in each setting were aligned to control for student bias towards specific activities. Using a 5-point Likert type scale ranging from 1 (strongly disagree) to 5 (strongly agree), students marked responses to reflect their enjoyment toward, and perceived exertion levels for, each setting of physical education. The composite scores for the surveys were computed and analyzed post data collection.
Analysis/Results: Prior to conducting the study, a Cronbach’s Alpha was used to evaluate internal consistency. An alpha of .76 was found for the questions related to enjoyment. An alpha of .03 was found for the questions related to perceived exertion. Data was analyzed using a non-directional paired samples t-test. The results indicate that the mean student enjoyment mean towards traditional PE (M = 29.00, SD = 4.71) was significantly less than those towards exergaming (M = 31.06, SD = 3.19), t (129) = -4.10, p < .001. Additionally, the mean for perceived exertion in traditional PE (M = 12.70, SD = 1.87) was significantly more than that of exergaming (M = 11.57, SD = 2.38), t (142) = 4.53, p< .001.
Conclusion: Literature suggests that technology, including exergaming, is popular among adolescents and can be used as a supplemental tool in the physical education classroom. Data collected in this study demonstrates that the students enjoy exergaming more than traditional PE. However, students felt that they physically worked harder when in a traditional PE setting. With this poster presentation session, participants will be exposed to different methods and possible implications for integrating exergaming into a physical education environment.