Playing for a healthy life: integrating mobile exergames in physical education

This study aimed to promote a coherent pedagogical framework for integrating mobile exergames into physical education (PE) as a strategy to reduce sedentary behavior. The intervention was grounded in the game-based learning methodology, assessing the impact of exergame practice on the physical and m...

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Detalles Bibliográficos
Autores: Sotoca Orgaz, Pablo|||0000-0001-5032-0131, Arévalo Baeza, Marta|||0000-0002-1942-9128, Navia Manzano, José Antonio|||0000-0003-1218-5033
Tipo de recurso: artículo
Fecha de publicación:2025
País:España
Institución:Universidad de Alcalá (UAH)
Repositorio:e_Buah Biblioteca Digital Universidad de Alcalá
Idioma:inglés
OAI Identifier:oai:ebuah.uah.es:10017/67232
Acceso en línea:http://hdl.handle.net/10017/67232
https://dx.doi.org/https://doi.org/10.3390/bs15020229
Access Level:acceso abierto
Palabra clave:Exergames
Physical education
Game-based learning
Educación
Education
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spelling Playing for a healthy life: integrating mobile exergames in physical educationSotoca Orgaz, Pablo|||0000-0001-5032-0131Arévalo Baeza, Marta|||0000-0002-1942-9128Navia Manzano, José Antonio|||0000-0003-1218-5033ExergamesPhysical educationGame-based learningEducaciónEducationThis study aimed to promote a coherent pedagogical framework for integrating mobile exergames into physical education (PE) as a strategy to reduce sedentary behavior. The intervention was grounded in the game-based learning methodology, assessing the impact of exergame practice on the physical and mental well-being of prospective PE teachers. The Borg Rating of Perceived Exertion (RPE) scale and a mental effort scale were used to evaluate perceived exertion across various mini-games, measuring physical intensity, motor engagement, and mental effort with participation from 130 undergraduate students in Physical Activity and Sport Sciences. Additionally, the pedagogical and motivational aspects of the Active Arcade v3.11 video game were analyzed to support its future integration into secondary education PE classes. Participants reported high levels of motor engagement throughout the program, accompanied by moderate physical intensity. They also emphasized the user-friendly nature of these augmented reality exergames and expressed enjoyment during the sessions. The findings suggest that mobile exergames hold considerable potential for enhancing skill acquisition and fundamental motor skills while promoting healthy habits among students in PE classes.Universidad de Alcalá20252025-02-18journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10017/67232https://dx.doi.org/https://doi.org/10.3390/bs15020229reponame:e_Buah Biblioteca Digital Universidad de Alcaláinstname:Universidad de Alcalá (UAH)InglésengUAH EV1469 ESopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:ebuah.uah.es:10017/672322026-06-18T11:13:07Z
dc.title.none.fl_str_mv Playing for a healthy life: integrating mobile exergames in physical education
title Playing for a healthy life: integrating mobile exergames in physical education
spellingShingle Playing for a healthy life: integrating mobile exergames in physical education
Sotoca Orgaz, Pablo|||0000-0001-5032-0131
Exergames
Physical education
Game-based learning
Educación
Education
title_short Playing for a healthy life: integrating mobile exergames in physical education
title_full Playing for a healthy life: integrating mobile exergames in physical education
title_fullStr Playing for a healthy life: integrating mobile exergames in physical education
title_full_unstemmed Playing for a healthy life: integrating mobile exergames in physical education
title_sort Playing for a healthy life: integrating mobile exergames in physical education
dc.creator.none.fl_str_mv Sotoca Orgaz, Pablo|||0000-0001-5032-0131
Arévalo Baeza, Marta|||0000-0002-1942-9128
Navia Manzano, José Antonio|||0000-0003-1218-5033
author Sotoca Orgaz, Pablo|||0000-0001-5032-0131
author_facet Sotoca Orgaz, Pablo|||0000-0001-5032-0131
Arévalo Baeza, Marta|||0000-0002-1942-9128
Navia Manzano, José Antonio|||0000-0003-1218-5033
author_role author
author2 Arévalo Baeza, Marta|||0000-0002-1942-9128
Navia Manzano, José Antonio|||0000-0003-1218-5033
author2_role author
author
dc.subject.none.fl_str_mv Exergames
Physical education
Game-based learning
Educación
Education
topic Exergames
Physical education
Game-based learning
Educación
Education
description This study aimed to promote a coherent pedagogical framework for integrating mobile exergames into physical education (PE) as a strategy to reduce sedentary behavior. The intervention was grounded in the game-based learning methodology, assessing the impact of exergame practice on the physical and mental well-being of prospective PE teachers. The Borg Rating of Perceived Exertion (RPE) scale and a mental effort scale were used to evaluate perceived exertion across various mini-games, measuring physical intensity, motor engagement, and mental effort with participation from 130 undergraduate students in Physical Activity and Sport Sciences. Additionally, the pedagogical and motivational aspects of the Active Arcade v3.11 video game were analyzed to support its future integration into secondary education PE classes. Participants reported high levels of motor engagement throughout the program, accompanied by moderate physical intensity. They also emphasized the user-friendly nature of these augmented reality exergames and expressed enjoyment during the sessions. The findings suggest that mobile exergames hold considerable potential for enhancing skill acquisition and fundamental motor skills while promoting healthy habits among students in PE classes.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025-02-18
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10017/67232
https://dx.doi.org/https://doi.org/10.3390/bs15020229
url http://hdl.handle.net/10017/67232
https://dx.doi.org/https://doi.org/10.3390/bs15020229
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.relation.none.fl_str_mv UAH EV1469 ES
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:e_Buah Biblioteca Digital Universidad de Alcalá
instname:Universidad de Alcalá (UAH)
instname_str Universidad de Alcalá (UAH)
reponame_str e_Buah Biblioteca Digital Universidad de Alcalá
collection e_Buah Biblioteca Digital Universidad de Alcalá
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