e.lopezvillalba2@edu.gva.es

Profesor de Educación Secundaria

Investigador de Educación Física

en Conselleria de Educación, Valencia

Graduado como Maestro de Educación Primaria

en la especialidad de Educación Física

Máster en Formación del Profesorado de Secundaria

en la especialidad de Educación Física

(España)

Reception: 10/25/2024 - Acceptance: 10/11/2025

1st Review: 03/17/2025 - 2nd Review: 10/08/2025

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Suggested reference: López Villalba, E. (2025). Exergames as a Methodological Aspect in the Physical Education Class. Lecturas: Educación Física y Deportes, 30(330), 54-67. https://doi.org/10.46642/efd.v30i330.7901

 

Abstract

    One of the causes of sedentary lifestyles among children is that their leisure time has been drawn into an investment in screen-based activities. Video gaming is now a universal tool among young people. However, these technologies can also be used to promote active lifestyles based on the practice of physical activity. Therefore, this study aims to identify the effect of the application of videogaming regarding familiarization, satisfaction and belief of feasibility of using these exergames in the physical education class by the students. Thus, the pre-experimental method of this research subjected 14 participants in the third cycle of primary education to a physical activity test using a virtual reality platform and, subsequently, they answered questionnaires on the aforementioned aspects. The results showed a high percentage of unfamiliarity with exergames (51%), a high percentage of satisfaction with the practice of physical activity using the platform (83%) and a high percentage of feasibility of its use in physical education (77.75%). It was concluded that in the child population, active video games have a promising margin of attractiveness, an association with pleasant entertainment sensations and a notable acceptance for the improvement of healthy habits in future generations.

    Keywords: Physical Education. Exergames. Virtual reality. Physical activity.

 

Resumen

    Una de las causas del sedentarismo entre la población infantil es que su tiempo de ocio se ha visto arrastrado a una inversión de actividades basadas en pantallas. El videojuego es actualmente una herramienta universal entre los jóvenes. Sin embargo, estas tecnologías también pueden ser utilizadas para promover estilos de vida activos basados en la práctica de actividad física. Por ello, este estudio tiene como objetivo identificar el efecto de la aplicación de videojuegos con respecto a la familiarización, la satisfacción y la creencia de viabilidad de la utilización de estos exergames en la clase de educación física por parte de los estudiantes. Así, el método pre-experimental de esta investigación sometió a 14 participantes de tercer ciclo de Educación Primaria a una prueba de actividad física mediante una plataforma de realidad virtual y, posteriormente, respondieron cuestionarios sobre los aspectos comentados. Los resultados mostraron un porcentaje elevado de no familiarización con los videojuegos activos (51%), un porcentaje elevado de satisfacción con la práctica de actividad física mediante la plataforma (83%) y un porcentaje elevado de viabilidad de su uso en educación física (77,75%). Se concluyó que en población infantil, los videojuegos activos tienen un margen de atractivo prometedor, una asociación a sensaciones agradables de entretenimiento y una notable acogida para la mejora de hábitos saludables en generaciones futuras.

    Palabras clave: Educación Física. Videojuegos activos. Realidad virtual. Actividad física.

 

Resumo

    Uma das causas do sedentarismo das crianças é o facto de os seus tempos livres serem investidos em atividades baseadas no ecrã. Os jogos de vídeo são atualmente uma ferramenta universal entre os jovens. No entanto, estas tecnologias também podem ser utilizadas para promover estilos de vida ativos baseados na atividade física. Assim, este estudo tem como objetivo identificar o efeito da aplicação de videojogos na familiarização, satisfação e crença de viabilidade de utilização destes exergames nas aulas de educação física por parte dos alunos. Assim, o método pre-experimental desta investigação submeteu 14 participantes do terceiro ciclo do Ensino Básico a um teste de atividade física com recurso a uma plataforma de realidade virtual e, posteriormente, responderam a questionários sobre os aspectos supracitados. Os resultados mostraram uma elevada percentagem de desconhecimento dos videojogos ativos (51%), uma elevada percentagem de satisfação com a prática de atividade física utilizando a plataforma (83%) e uma elevada percentagem de viabilidade da sua utilização na educação física (77,75%). Concluiu-se que, na população infantil, os videojogos ativos apresentam uma promissora margem de atratividade, uma associação com sensações agradáveis e entretenimento e uma notável aceitação para a melhoria de hábitos saudáveis nas gerações futuras.

    Unitermos: Educação Física. Jogos de vídeo ativos. Realidade virtual. Atividade física.

 

Lecturas: Educación Física y Deportes, Vol. 30, Núm. 330, Nov. (2025)

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Introduction 

 

    According to the World Health Organization (WHO), recent estimates claim that at least 8% of children and adolescents between 5-19 years were living in obesity by 2022, which leaves an amount of 160 million young people versus the 31 million that this organization estimated in 1990. The root cause of this problem is the imbalance between calorie intake and calorie expenditure. The main drivers of this imbalance are physical inactivity and sedentary lifestyles. Sedentary behaviour refers to a behaviour of abstinence from Physical Activity (PA) in which energy expenditure is low, usually in a seated or recumbent position. (Herman, Sabiston, Mathieu, Tremblay & Paradis, 2014)

 

    This is directly a risk factor for diseases such as cancer, diabetes or cardiovascular diseases (WHO, 2017). To add to this, the development of these diseases has been linked to psycho-social disorders such as social relationship difficulties and low self-esteem (Faulkner, Carson & Stone, 2014). Despite this, at least 80% of the child and adolescent population does not engage in enough Physical Education (PA) to obtain healthy benefits to ensure future physical well-being (WHO, 2017). PA refers to any bodily movement by skeletal muscles that involves energy expenditure (WHO, 2017). Childhood overweight and obesity is one of the most serious problems of the 21st century. This global problem is growing at an alarming rate.

 

    It is possible to link the emergence of a sedentary lifestyle to the lifestyle and habits of the current society, including a reduced need for PA (Soler, & Castañeda, 2017). Current technological progress driven by mobile phones, video games, computers and social networks, together with a reduction in family leisure time and work activity have significantly increased sedentary behaviors (Chaddha, Jackson, Richardson, & Franklin, 2017). Thus, one of the main causes of the increase in sedentary behaviour among children and adolescents is that they have been drawn into an increased investment of leisure time in screen-based activities, such as watching television, playing video games or using computers (Mhurchu, Maddison, Jull, Jiang, Prapavessis, & Rodgers, 2008; Maddison, Mhurchu, Jiang, Jull, Prapavessis, & Rodgers, 2007; Kautiainen, Koivusilta, Lintonen, & Rimpela, 2005). Video gaming has become a virtually universal medium among young people today. (Staiano, & Calvert, 2011)

 

    However, Information and Communication Technologies (ICTs) can also be used to promote an active lifestyle based on PA practice (Chaddha et al., 2017). In addition, Villalba (2024) reaffirmed recently that its use is viable in practical lessons with a positive acceptance between students. Because of their easy online tracking and the attractiveness of breaking the barriers of traditional PA (Chaddha et al., 2017; Villalba, 2024), ICTs and exergames can be an effective tool for the prevention of overweight and obesity in children and adolescents (Baños, Cebolla, Oliver, Alcañiz, & Botella, 2013). Moreover, addressing knowledge about healthy lifestyles and nutrition through these platforms can improve beliefs and behaviors towards PA than working without them, especially in this type of population (Baños et al., 2013; Lwin, & Malik, 2012). Numerous research corroborates that playing active video games, such as Sony EyeToy, KinectTM Boxing or Wii Play, for short periods of time resembles the demands of traditional PA, such as jumping, dancing, walking or running. Concretely, it was observed a higher level of PA, oxygen consumerism an motivation (Quintero, García, & Sandon, 2022). Due to this, these examples of PA performed through exergames can improve or maintain cardio-respiratory fitness, and even achieve weight loss through the promotion of moderate-intensity PA (Peng, Lin, & Crouse, 2011; Mhurchu et al., 2008; Maddison et al., 2007; Tan, Aziz, Chua, & Teh, 2002). And according to the ideas of the researches of Villalba (2024) and Cambraia (2024), even without a great experience of ICTs in the educational field, these will continue to cause effects in the involvement of the new generations and in the possibility of expanding the Physical Education (PE) curriculum, since they allow to work on traditional contents, such as football, and also work in enriching not common experiences, such as skiing.

 

    To add, active video games have been shown to offer an enjoyable practice and play experience (Limperos, Schmierbach, Kegerise, & Dardis, 2011) as participants tend to associate this practice more with entertainment than with physical exertion (Klein, & Simmers, 2009). Exergames based on online PA, for example Move-It, Wii Sports or Just Dance Now, have been found to be more attractive to children and young adults than traditional PA interventions when it comes to psychological needs and academic performance (Navarro, Escobar, Cebolla, Lisón, Pitti, Guixerres, Botella, & Baños, 2017; Quintas, Bustamante, Pradas, & Castellar, 2020; Quintero, García, & Sandon, 2022). The skills that young people acquire through active video games can be transmitted to other fields of knowledge, thus benefiting PA practice and sociolect-cognitive development (Staiano, & Calvert, 2011). In addition, even the educational professionals consider this kind of video-games as a powerful tool in the educational process for their feasibility for transmitting contents and assessing students. (Cortabitarte, Hoyos, & Salvador, 2020)

 

    The power that these active video game-based activities can have on the younger generation is underestimated (Garris, Ahlers, & Driskell, 2002). The transfer effects of using these types of video games can benefit student outcomes, socially, physically and academically (Staiano, & Calvert, 2011). North American states already have these tools as part of their programming in Physical Education (PE) classrooms (Staiano, & Calvert, 2011) in order to promote active and healthy lifestyles. Therefore, the incorporation of these video games into PE sessions can no longer be left out of the educational curriculum. This can have a cognitive and psycho-social impact on students that promotes greater self-esteem, improved visual-spatial perceptions, social interaction, attention and motivation (Staiano, & Calvert, 2011). Even these can influence positively in cognitive fields such as bodily segmental coordination, words spelling memorization and language understanding according to the investigation of Morotti, Fargier, & Lentillon-Kaestner (2024).

 

    Schoolchildren, especially in Primary Education, show favourable attitudes towards the use of active video games in PE (Chacón, Castro, Zurita, Espejo, & Martínez, 2016; Castro, Espejo, Valdivia, Zurita, Chacón, & Cabrera, 2015). These are motivating and attractive resources that allow the fulfillment of educational purposes, especially in the subject of PE. (Chacón et al., 2016; Araújo et al., 2021)

 

    Garris et al. (2002) found significant differences in PA, behaviour, learning and participation during the application of active video games to a didactic unit. The different variables mentioned showed an increase at the end of the study and concluded that active video games can be a feasible means of promoting PA in the EF classroom. To add to this, research such as that carried out by Lwin, & Malik (2012) corroborated the efficacy and desire for prevalence of the use of active video games over the absence of these in practical PA sessions. In this study, participants underwent PA testing in active video games and demonstrated a greater predisposition towards PA belief and practice than those participants undergoing PA testing that did not incorporate these tools. This desire for use may be related to future adherence and affective attitudes towards PA practice (Mark, Rhodes, Warburton, & Brendis, 2008). Thus, the use of exergames is directly linked to an improvement in skills and healthy habits (Mark et al., 2008). To finish with more reasons, the research carried out by Navarro et al. (2017) found that their participants felt more comfortable and confident in the management of the PA through the exergame than other conditions.

 

    Therefore, this study aims to identify the effect of the application of videogaming regarding the familiarization, satisfaction and belief of feasibility of using these exergames in the PE class. To do so, the description is carried out on Primary Education students after taking a PA test using an active video game. With this research it is expected that: (1) participants will show a low familiarity with exergames, (2) participants will show a high satisfaction with the practice of PA in exergames and (3) participants will show a high belief in the feasibility of the use of exergames in PE classrooms.

 

Methodology 

 

Participants 

 

    The sample consisted of a total of 14 students in the third cycle of primary education. The age range was between 10 and 14 years (M = 11,92 , DT = 1,43).

 

    After reaching a consensus with the management team of the Primary Education Centre, a letter of introduction was sent to the students in the third cycle of Primary Education in which they were informed about the study and given the opportunity to participate on a completely voluntary basis. Likewise, it was necessary for both the participants and those responsible for them to sign the informed consent form. This study was approved by the Ethics Committee of the University of Valencia.

 

Materials and methods 

 

Procedure 

 

    The procedure of this research is considered as pre-experimental due to the participants are exposed to an intervention in order to answer the hypotheses previously mentioned. So, the design is a post-test that is applied in a single group with the aim of measuring variables of interest only after the intervention, without an initial measurement or control group for comparison.

 

    The materials considered to carry out the pre-experimental test were:

• Zephyr Heart Rate band: it monitors Heart Rate (HR) during PA and works via Bluetooth signal.

• EMOFIT: it is a technological platform for training through virtual reality and active video games aimed at the fitness sector (Figure 1). It offers the possibility of aerobic PA through virtual training in which the participant is represented by an avatar and faces virtual opponents. This software offers the participant the possibility to see his HR and speed at all times while performing PA. The environment in which the participant's avatar is immersed consists of a natural landscape and a finish line. As for the avatars they can be customized with sportswear and gender corresponding to each participant.

Source: Own elaboration

• Ad hoc questionnaire on familiarization with exergames: it was composed of 3 items based on the use of a 5-point likert scale (1: not at all; 5: very much). Examples of the items were: 1. Do you practice PA outside school hours; 2. Are you familiar with virtual realities and active video games?

• Ad hoc questionnaire on satisfaction with exergames: it consisted of 3 items based on the use of a 5-point likert scale (1: not at all; 5: very much). Examples of the items were: 1. Did you feel comfortable during the test?; 2. When you practice PA through exergames, do you feel like surpassing your goals and those of your opponents?

• Ad hoc questionnaire on the feasibility of using exergames in PE classrooms: it consisted of 3 items based on the use of a 5-point likert scale (1: not at all; 5: very much). Examples of the items were: 1. Would you like to work on certain activities offered in PE classes by means of active video games?; 2. Do you think this type of activities could be carried out in PE classes?

    To carry out the experimental passes, participants were individually summoned to the laboratory. Once summoned, a pretest was performed in the laboratory with subject 0 to contrast duration and effectiveness of the exergame. Subsequently, the rest of the experimental passes were started.

 

    After an initial contact and reminder of the objective of the study, each participant was called individually together with the principal investigator to the game room, where the procedure was applied for about 40 minutes. At the beginning of the experiment, the function of a HR band was explained to each participant and the band was placed at a lower height than the chest. Sex was assigned to the EMOFIT avatar according to the sex of each participant and a one-kilometer run was performed against other avatars randomly assigned by the platform. Once the test was over, participants were given 5 minutes in order to calm their HR and then they completed the ad hoc questionnaires on familiarization, satisfaction and feasibility of using exergames in the PE classrooms. Finally, the participants were dismissed and thanked for their voluntary participation, a snack was handed out and each participant was accompanied back to the faculty entrance.

 

Data analysis 

 

    Data analysis was performed using the SPSS version 23.0 statistical analysis program. Descriptive statistics were performed to obtain the results referred to familiarization, satisfaction and feasibility of using interactive platforms in the PE classrooms by the students.

 

Results 

 

Familiarization 

 

    The extracted score referring to the items familiarization (M = 2.21, SD = 1.19) and frequency of use (M = 1.71, SD = .82) denoted a familiarization score below the Median (M = 1.96) (Table 1). This reflected that 51% of the participants were unfamiliar with practicing PA through exergames after performing the test.

 

Variable	Range	M	SD
Familiarization	0-4	2.21	1.19
Use frequency	0-4	1.71	.82

Data are expressed in Median (Interquartile Range). Source: Own elaboration

 

Satisfaction 

 

    The extracted score referred to the items of test wellness (M = 3.29, SD = .99), test satisfaction (M = 3.29, SD = .73) and PA motivation (M = .89, SD = 1.05) denoted a satisfaction score above the mean (M = 2.49) (Table 2). This reflected that 83% of the participants were satisfied with the practice of PA through the exergame.

 

Variable	Range	M	DT
Wellness test	0-4	3.29	.99
Test satisfaction	0-4	3.29	.73
PA motivation	0-4	.89	1.05

Data are expressed in Median (Interquartile Range). Source: Own elaboration

 

Feasibility of use 

 

    The extracted score referring to the items feasibility of use in PE (M = 3.07, SD = 1.07), desire for use in PE (M = 3.07, SD = 1.07) and support for use in PE (M = 3.21, SD = .89) denoted a satisfaction score above the mean (M = 3.26) (Table 3). A total of 77.75% of the participants found feasible the application of exergames to the PE classroom.

 

Variable	Range	M	DT
Feasibility of use	0-4	3.07	1.07
Desire for use	0-4	3.07	1.07
Support for use	0-4	3.21	.89

Data are expressed in Median (Interquartile Range). Source: Own elaboration

 

Discussion 

 

    The aim of the present study was to identify the effect the application of videogaming in Primary Education students regarding the familiarization, satisfaction and feasibility of using these video games in PE classes. To this end, these participants were subjected to a test through an active video game.

 

    In reference to familiarization, more than half of the participants (51%) stated that they were not familiar with the use of exergames. With this percentage, it is not possible to corroborate hypothesis (1) that the participants would show a reduced familiarity with exergames because the rest, a total of 49% of the participants, corroborated that they were familiar with the practice of PA through active video games. However, a high percentage of the participants did not know or had not practiced PA through these types of platforms. This indicated that a high percentage of the child population is still exempt from practicing PA through virtual reality and active video games. According to the results extracted in other studies, such as those carried out by Chacón et al. (2016) and Castro et al. (2015), this 51% of students who were not familiar with the use of exergames showed a favorable reception of these as an educational tool.

 

    In terms of satisfaction, 83% of the participants affirmed that they were satisfied with the practice of PA through exergames, compared to a 17% who denied being satisfied with this type of PA practice. This percentage corroborated the hypothesis (2), which stated that participants would show high satisfaction with PA through exergames. As Limperos (2011) corroborated, this 83% of participants claimed to feel high satisfaction and an enjoyable gaming experience. This indicated that this type of PA intervention is highly attractive to children due to its association with entertainment and not with physical overexertion. (Klein, & Simmers, 2009; Baños et al., 2013; Quintero, García, & Sandon, 2022)

 

    In terms of feasibility of use, 77.75% of the participants affirmed that they found the application of exergames in the PE classroom to be feasible, compared to 22.25% who denied this feasibility. This percentage corroborated hypothesis (3) that the participants would show a high belief in the feasibility of using exergames in PE classrooms. Thus denoting an attractive and motivating resource aimed at the fulfillment of educational objectives in the area of PE, which generated during its instruction a feeling of prevalence and desire for use in future PA practice situations (Chacón et al., 2016; Mark et al., 2008; Lwin, & Malik, 2012). Likewise, as Mark et al. (2008) and Araújo et al. (2021) corroborated, this desire to use active video games in future classes derives directly in the adoption of positive attitudes towards health-related habits.

 

    As limitations found in this study, it is determined a reduced sample for the research. This was composed of only 14 participants belonging to the third cycle of primary education. Another limitation corresponds to the brief interaction with the exergame for the realization of PA. The possibility of integrating the experimental pass into a didactic unit of the subject of PE and subsequently analyzing the previous factors on the students could have offered more objective results about the inclusion of these tools in PE classrooms. In sum, the motivation of the participants to participate voluntarily is also a limitating factor of the study. These participants showed an intrinsic predisposition towards PA prior to the intervention carried out. As a possible improvement, correlations between the different variables could make it possible to denote significant results of the application of active video games to the practical sessions of PE. Finally, personalizing and characterizing the avatars of the platform according to each participant would have been an improvement in the study that could have inferred notable results with respect to satisfaction and feasibility of use.

 

Conclusion 

 

    It is extracted that there is still a high percentage of children who were not familiar with the practice of PA through exergames. Half of the participants said that they were not familiar with this type of tool, so the margin of attractiveness and acceptance in Primary Education PE classrooms is promising. It was possible to extract a high percentage of satisfaction in the practice of PA through active video games. The PA experience through the game in this virtual reality platform caused pleasant and entertaining sensations among the participants. Proof of this was a high percentage of belief in the feasibility of using exergames in PE classrooms. This indicated that active video games had a favorable reception among this type of population and can be a useful tool for breaking old barriers in the PE subject and for the promotion of PA and healthy habits. (Villalba, 2024; Quintas et al., 2020)

 

    Finally, the inclusion of exergames in the educational curriculum of the area of PE in Spain would have a two-way impact. On the one hand, it would have consequences at a cognitive and psycho-social level, promoting aspects such as greater self-esteem, academic performance, social interaction, attention and motivation in students (Staiano, & Calvert, 2011; Morotti, Fargier, & Lentillon-Kaestner, 2024). On the other hand, it would be encouraging active lifestyles based on the practice of PA and, therefore, directly combating and preventing current health problems, such as sedentary lifestyles and obesity in the child and adolescent population. (Chaddha et al., 2017; Baños et al., 2013; WHO, 2017)

 

    However, it was found fundamental to allude that in order to carry out this transfer of active video games to the PE classrooms, awareness of a necessary investment in the resources of educational communities must be taken (Saphiro, Gurvitch, & Yao, 2016). Even though teachers and educational professionals are conscious about the barriers related to lack of formation and economical investment, with the proper measures these video-games could get a potential spot in the educational field for their possibilities in the teaching process and in the PE curriculum (Cortabitarte, Hoyos, & Salvador, 2020; Crambaia, 2024). The benefits of these platforms further support the need to provide educational centers with technological tools to favor enriching and meaningful experiences in the academic life of the student community. (Saphiro, Gurvitch, & Yao, 2016)

 

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Lecturas: Educación Física y Deportes, Vol. 30, Núm. 330, Nov. (2025)