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Active Learning: Educational Experiences Enhanced Through Technology-Driven Active Game Play

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  • Robin R. Mellecker
  • Lisa Witherspoon
  • Tom Watterson

Abstract

Recent developments in technology have resulted in innovative learning tools that couple physical activity elements with learning objectives. We aimed to determine whether Footgaming in the classroom results in learning nutritional concepts. The experiences of student participation and teachers' perceptions of using active gaming in the classroom were reported. A total of 57 students played computerized nutritional games utilizing their feet to control mouse functions on a Footgaming pad (Cobalt Flux, Salt Lake City, UT). Nutritional knowledge was assessed at baseline and following 10 weeks of Footgaming. These preliminary findings suggest children can learn nutritional concepts and teachers and students value the educational experience when using Footgaming in the classroom. These findings are an important step in improving the understanding of physical activity--based technologies in the classroom setting.

Suggested Citation

  • Robin R. Mellecker & Lisa Witherspoon & Tom Watterson, 2013. "Active Learning: Educational Experiences Enhanced Through Technology-Driven Active Game Play," The Journal of Educational Research, Taylor & Francis Journals, vol. 106(5), pages 352-359, September.
    • Handle: RePEc:taf:vjerxx:v:106:y:2013:i:5:p:352-359
    DOI: 10.1080/00220671.2012.736429
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    1. Chen, Z. & Roy, K. & Crawford, C.A.G., 2010. "Examining the role of gender in career advancement at the centers for disease control and prevention," American Journal of Public Health, American Public Health Association, vol. 100(3), pages 426-434.
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