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Dergiler / The Eurasia Proceedings of Educational and Social Sciences / 2026 / Volume: 2

POSSIBILITY OF USING SOMATOSENSORY VIDEOGAMES TO PROMOTE ZERO HOUR PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS IN TAIWAN: A QUALITATIVE PERSPECTIVE

İ-tsun Chıang
Hsiu-chi Fu
Shang-ti Chen
Sheng-hung Tsaı
Mao Lıu
Hsin-chih Wu
Sayfa
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Yayın Tarihi
2015-09-01
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

It is worth to develop zero hour physical education classes in elementary schools in Taiwan.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:The purpose of study is to explore how the somatosensory videogames effecting life-effectiveness and its influence on schoolchild ’ social networking on a zero hour physical education sessions in Taiwan.  Participants in this study were students, teachers, and parents in two elementary schools in northern and central Taiwan.
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Temel Bulgular & Veri:Students were voluntarily agreed to complete 30-minute Xbox 360 Kinect game one time a week for total of 4 weeks.  Semi-structured interviews were conducted to collect information from participants regarding their subjective attitude and experience about life-effectiveness, team collaboration, and gaming pleasure during somatosensory videogame sessions.   Participant observations were also conduct to understand their real behaviors, feelings and interactions during this zero hour physical education session.  The results showed that using the somatosensory videogames could positively arouse their self-awareness and competitive attitudes.  In addition, the scores in the somatosensory videogames could have equivocal effects on the team collaborations of students due to the social relations in their real life.  The results of the study help us to understand how the somatosensory videogames is a tool to construct the social interactions and life-effectiveness on elementary school students in real life.
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Sonuç & Katkı:It is worth to develop zero hour physical education classes in elementary schools in Taiwan.
🔬Tür:Research Article
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Somatosensory videogames · zero hour physical education · Xbox 360 kinect

Abstract

The purpose of study is to explore how the somatosensory videogames effecting life-effectiveness and its influence on schoolchild ’ social networking on a zero hour physical education sessions in Taiwan.  Participants in this study were students, teachers, and parents in two elementary schools in northern and central Taiwan. Students were voluntarily agreed to complete 30-minute Xbox 360 Kinect game one time a week for total of 4 weeks.  Semi-structured interviews were conducted to collect information from participants regarding their subjective attitude and experience about life-effectiveness, team collaboration, and gaming pleasure during somatosensory videogame sessions.   Participant observations were also conduct to understand their real behaviors, feelings and interactions during this zero hour physical education session.  The results showed that using the somatosensory videogames could positively arouse their self-awareness and competitive attitudes.  In addition, the scores in the somatosensory videogames could have equivocal effects on the team collaborations of students due to the social relations in their real life.  The results of the study help us to understand how the somatosensory videogames is a tool to construct the social interactions and life-effectiveness on elementary school students in real life. It is worth to develop zero hour physical education classes in elementary schools in Taiwan.

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Bu Makaleye Atıf Yap

Chıang, İ., Fu, H., Chen, S., Tsaı, S., Lıu, M., Wu, H. (2015). POSSIBILITY OF USING SOMATOSENSORY VIDEOGAMES TO PROMOTE ZERO HOUR PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS IN TAIWAN: A QUALITATIVE PERSPECTIVE. The Eurasia Proceedings of Educational and Social Sciences, Volume: 2. https://ajindex.com/articles/1550476

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Kaynakça (20)

  1. Ballaz, L., Robert, M., Lemay, M., & Prince, F. (2011, June). Active video games and children with cerebral palsy: the future of rehabilitation? Paper presented at the Virtual Rehabilitation (ICVR), Switzerland. Chiang, I., Lee, Y., Frey, G., & McCormick, B. (2004). Testing the situationally modified social rank theory on friendship quality in male youth with high functioning autism spectrum disorder. Therapeutic Recreation Journal, 38(3), 261-274.
  2. Eisenberg, J. (2007). Group Cohesiveness, in R. F. Baumeister & K. D. Vohs (Eds.), Encyclopaedia of Social Psychology, 386-388.
  3. Thousand Oaks, CA: Sage. Funk, J. B., Chan, M., Brouwer, J., & Curtiss, K. (2006). A biopsychosocial analysis of the video game-playing experience of children and adults in the United States. SIMILE: Studies in Media & Information Literacy Education, 6(3), 1-15.
  4. Lieberman, D. A. (2006). What can we learn from playing interactive games? In P. Vorderer & J. Bryant (Eds.), Playing video games: Motives, responses, and consequences (pp. 379–397).
  5. Mahwah, NJ: Erlbaum. Marijke, J. M., Paw, C. A., Jacobs, W. M., Vaessen, E. P. G., Titze, S., & van Mechelen, W. (2008). The motivation of children to play an active video game. Journal of Science and Medicine in Sport, 11(2), 163-166.
  6. Marashian, F., & Khorami, N. S. (2012). The effect of early morning physical exercises on academic self-concept and loneliness foster home children in Ahvaz City. Procedia-Social and Behavioral Sciences, 46, 316-319.
  7. Neill, J. T., Marsh, H. W., & Richards, G. E. (1997). The life effectiveness questionnaire: Development and psychometrics. Sydney, Australia: University of Western Sydney. Olson, C. K. (2010). Children's motivations for video game play in the context of normal development. Review of General Psychology, 14(2), 180. Olson, C. K., Kutner, L. A., & Warner, D. E. (2008). The role of violent video game content in adolescent development boys' perspectives. Journal of Adolescent Research, 23(1), 55-75.
  8. Olson, C. K., Kutner, L. A., Warner, D. E., Almerigi, J. B., Baer, L., Nicholi II, A. M., & Beresin, E. V. (2007). Factors correlated with violent video game use by adolescent boys and girls. Journal of Adolescent Health, 41, 77-83.
  9. Ratey, J., & Hagerman, E. (2009). Spark: The Revolutionary New Science of Exercise and the Brain. American, NY: Little, Brown and Company. Staiano, A. E., & Calvert, S. L. (2011). Exergames for physical education courses: Physical, social, and cognitive benefits. Child development perspectives, 5(2), 93-98.
  10. Wilkins, J. L. M., Graham, G., Parker. S., Westfall. S., Fraser, R. G., & Tembo,.M. (2003). Time in the arts and physical education and school achievement. Journal of Curriculum Studies, 35(6), 721-734.
  11. Ballaz, L., Robert, M., Lemay, M., & Prince, F. (2011, June). Active video games and children with cerebral palsy: the future of rehabilitation? Paper presented at the Virtual Rehabilitation (ICVR), Switzerland. Chiang, I., Lee, Y., Frey, G., & McCormick, B. (2004). Testing the situationally modified social rank theory on friendship quality in male youth with high functioning autism spectrum disorder. Therapeutic Recreation Journal, 38(3), 261-274.
  12. Eisenberg, J. (2007). Group Cohesiveness, in R. F. Baumeister & K. D. Vohs (Eds.), Encyclopaedia of Social Psychology, 386-388.
  13. Thousand Oaks, CA: Sage. Funk, J. B., Chan, M., Brouwer, J., & Curtiss, K. (2006). A biopsychosocial analysis of the video game-playing experience of children and adults in the United States. SIMILE: Studies in Media & Information Literacy Education, 6(3), 1-15.
  14. Lieberman, D. A. (2006). What can we learn from playing interactive games? In P. Vorderer & J. Bryant (Eds.), Playing video games: Motives, responses, and consequences (pp. 379–397).
  15. Mahwah, NJ: Erlbaum. Marijke, J. M., Paw, C. A., Jacobs, W. M., Vaessen, E. P. G., Titze, S., & van Mechelen, W. (2008). The motivation of children to play an active video game. Journal of Science and Medicine in Sport, 11(2), 163-166.
  16. Marashian, F., & Khorami, N. S. (2012). The effect of early morning physical exercises on academic self-concept and loneliness foster home children in Ahvaz City. Procedia-Social and Behavioral Sciences, 46, 316-319.
  17. Neill, J. T., Marsh, H. W., & Richards, G. E. (1997). The life effectiveness questionnaire: Development and psychometrics. Sydney, Australia: University of Western Sydney. Olson, C. K. (2010). Children's motivations for video game play in the context of normal development. Review of General Psychology, 14(2), 180. Olson, C. K., Kutner, L. A., & Warner, D. E. (2008). The role of violent video game content in adolescent development boys' perspectives. Journal of Adolescent Research, 23(1), 55-75.
  18. Olson, C. K., Kutner, L. A., Warner, D. E., Almerigi, J. B., Baer, L., Nicholi II, A. M., & Beresin, E. V. (2007). Factors correlated with violent video game use by adolescent boys and girls. Journal of Adolescent Health, 41, 77-83.
  19. Ratey, J., & Hagerman, E. (2009). Spark: The Revolutionary New Science of Exercise and the Brain. American, NY: Little, Brown and Company. Staiano, A. E., & Calvert, S. L. (2011). Exergames for physical education courses: Physical, social, and cognitive benefits. Child development perspectives, 5(2), 93-98.
  20. Wilkins, J. L. M., Graham, G., Parker. S., Westfall. S., Fraser, R. G., & Tembo,.M. (2003). Time in the arts and physical education and school achievement. Journal of Curriculum Studies, 35(6), 721-734.