摘要
Background： Active educational video games （AVGs） appear to have a positive effect on elementary school students＇ motivation leading to enhanced learning outcomes. The purpose of this study was to identify the effectiveness of an AVG on elementary school students＇ science knowledge learning, physical activity （PA） level, and interest-based motivation. Methods： In this randomized controlled study, 53 elementary school students were assigned to an experimental condition or a comparison condition. The experimental condition provided an AVG learning environment, whereas the comparison condition was based on sedentary educational video games. Results： The results of repeated measures analysis of variance （ANOVA） on the knowledge test showed that students in both groups performed better on the post-test than they did on the pre-test （p 〈 0.001, η2 = 0.486）, and their post-test scores did not differ significantly. The experimental condition provided a more active environment since the students＇ average heart rates （HRs） were in the Target-Heart-Rate-Zone （HR = 134 bpm）, which was significantly higher than the average HR （103 bpm） from the comparison condition （t = 7.212, p 〈 0.001）. Students in the experimental condition perceived a higher level of situational interest than their counterparts in the comparison group （p 〈 0.01, and η2 = 0.301）. Conclusion： These results suggest that AVGs benefit children more in terms of PA and motivation than traditional video games by providing an enjoyable learning experience and sufficient PA.
背景:运动型教育视频游戏可能对小学生提高学习效果的动机有积极作用。本研究旨在鉴别运动型教育视频游戏对在校小学生的科学知识学习、体力活动水平、基于兴趣动机的效果。方法:将53名小学生随机分为2组,实验组提供运动型教育视频游戏的学习环境,对照组提供相对固定不动的坐式教育视频游戏环境。结果:对知识检测的重复测量方差分析结果显示,2组学生后测比前测均表现更好,组间后测分值无显著差异。实验组处于更积极的环境,学生的平均心率在在靶心率范围内(134 bpm),明显高于对照组(103 bpm)。实验组的情境兴趣高于对照组。结论:运动型教育视频游戏通过提供愉快的学习经历及充足够的体力活动,比传统视频游戏更有助于提高运动强度和学习动机。
