The motivation of children to play an active video game

The motivation of children to play an active video game

Summary The purpose of this pilot study was to evaluate the effect of a weekly multiplayer class on the motivation of children aged 9–12 years to play an interactive dance simulation video game (IDSVG) at home over a period of 12 weeks. A sample of 27 children was randomly assigned to (1) a home gro...

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Bibliographic Details
Published in:Journal of science and medicine in sport Vol. 11; no. 2; pp. 163 - 166
Main Authors: Chin A Paw, Marijke J.M, Jacobs, Wietske M, Vaessen, Ellen P.G, Titze, Sylvia, van Mechelen, Willem
Format: Journal Article
Language:English
Published: Australia Elsevier Ltd 01-04-2008
Elsevier Limited
Subjects:
Child
Competitive Behavior
Computer & video games
Computer-Assisted Instruction - methods
Dance simulation video
Dancing
Effectiveness studies
Humans
Intervention
Motivation
Peer Group
Physical activity
Physical Education and Training - methods
Physical Medicine and Rehabilitation
Sample size
School dropouts
Sports Medicine
Video Games
Youth
Intervention
Youth
Dance simulation video
Physical activity
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Summary:Summary The purpose of this pilot study was to evaluate the effect of a weekly multiplayer class on the motivation of children aged 9–12 years to play an interactive dance simulation video game (IDSVG) at home over a period of 12 weeks. A sample of 27 children was randomly assigned to (1) a home group instructed to play the IDSVG at home; (2) a multiplayer group instructed to play the IDSVG at home and to participate in a weekly IDSVG multiplayer class. Participants were asked to play the IDSVG as often as they liked and report the playing time daily on a calendar for a 12-week period. Motivation to play was assessed by the playing duration of IDSVG in minutes and the dropout during the study. Mean age of the 16 children who completed the study was 10.6 ± 0.8 years. During the 12-week intervention period, the multiplayer group played approximately twice as many minutes (901 min) as the home group (376 min, p = 0.13). Dropout was significantly ( p = 0.02) lower in the multiplayer group (15%) than in the home group (64%). Our findings suggest that multiplayer classes may increase children's motivation to play interactive dance simulation video games.
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ISSN:1440-2440
1878-1861
DOI:10.1016/j.jsams.2007.06.001