Progress 05/01/08 to 04/30/13
Outputs
Target Audience: This project was directed toward several different audiences in various settings, with particular emphasis on Children, Youth and Families At Risk (CYFAR) groups. Throughout the duration of the project, exergames have been implemented in more than 400 schools and several afterschool or extension programs across the US. While many of the implementation sites have been for the K-12 age, project members have implemented and investigated exergame use in other settings and with many other age groups including with seniors and families, CYFAR settings, universities, physicians and Extension agents and their patients and site participants respectively. A central focus of the Exergames Unlocked project was to identify and document what worked and what didn’t to investigate how exergames could be used more effectively with many different audiences. Here were some selected, specific audiences with which researchers examined exergame use during the life of this project: Extension - Idaho Extension. Exergames were used as part of a workplace health initiative with teachers and staff. - Washington State University Extension 4-H and Base Lewis McChord. After-school program for youth of military families in grades 4-12 used exergames in their activities. - Taos, New Mexico 4-H. Extension agents used exergames with 4-H audiences in this area. - California 4-H Youth Development Program. After-school program for youth of military families in grades 4-12 used exergames in their activities. - Lordsburg, New Mexico 4-H Club. Club organizers used exergames in various youth programs. Education - Mesilla Elementary School in Mesilla, NM. Staff used exergames in the PE program and schoolwide as a beginning-of-the-day activity, and created an Exergaming Lab used to replace food-based rewards. - Conlee Elementary School, Las Cruces, NM. Staff used exergames in PE program and schoolwide in the mornings. - Central Elementary School, Las Cruces, NM. Staff used exergames in a classroom-based intervention, before spelling and math assessments. - Highland Elementary School, Las Cruces, NM. Staff used exergames schoolwide in the mornings. - La Union Elementary School, Las Cruces, NM. Staff implemented exergames as an employee fitness program to increase physical activity among staff. - J. Paul Taylor Elementary Charter School in Las Cruces. Grades K-6 used exergames in PE and in afterschool programs. - Marion Alabama Elementary School. Educators used exergames to increase student engagement in school. - West Virginia schools. Students at more than 400 schools accessed the dance game, Dance Dance Revolution (DDR) and trained for DDR tournaments. - Northwest Early College High School, El Paso, TX. Staff implemented exergames in a wellness class within a school that had limited physical education facilities and equipment. Other - USAG Humphreys School Age Services Program, Korea. Before- and after-school program services for youth in U.S. military families in grades1-5 used exergames in their program. - Fort Shaftner School Age Services in Hawaii. Military, youth outreach program for youth in grades K-5. The program operates before and after school and during the summer and used exergames as part of their curriculum. - New Mexico Military Family Services. This program is a part of the U.S. Military Outreach Services, which provides deployment assistance and other family assistance to military family members. Staff used exergames in their activities. - Fullbloom Pediatrics in Las Cruces. Physicians used exergames in their waiting room as an activity for families who are waiting for their appointments to encourage additional physical activity during normally sedentary times. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? Drs. Barbara Chamberlin and Jeanne Gleason coordinated research and implementation efforts in addition to leading this project. They have completed large-scale literature reviews on exergame research and widely disseminated them through professional venues and research communities, helping to increase the breadth and recognition of the field. As part of the overall project, they mentored professional staff, particularly two staff members who are also doctoral students, involving them heavily in research and writing for the overall project. In addition, Drs. Chamberlin and Gleason have built a reputation as experts in the field and have helped countless audiences develop exergaming interventions that offered positive impacts. Dr. Bryan Haddock completed several research projects for this proposal, some of which led to publications and several presentations. The most direct outcome and impact on participants from his work would be the many children and college students exposed to exergaming as a form of exercise. Dr. Haddock presented his work every term to students in his college-level, exercise sciences courses at California State University-San Bernardino. There were more than 600 students who participated in his classes and internships over the course of this grant. Those students will one day enter the workforce as PE teachers, physical therapists, or other exercise science professionals, and through this project, they have been exposed to the idea of using exergaming as a form of exercise and have the opportunity to draw on this experience in their future work settings. Rachel Gallagher, a professional and PhD student, researched exergames and their impacts on adolescent female audiences. She investigated female representation in popular exergames and how those impact young females. She began her dissertation on this topic during the grant period and is scheduled to graduate with her doctorate in May 2014. How have the results been disseminated to communities of interest? Team members disseminated findings and extensive literature reviews on other exergame studies at conferences and professional meetings throughout the grant life, including Western Society for Kinesiology and Wellness Conference, American College of Sports Medicine, Children’s Technology Review, Association for Computing Machinery, National Extension Director’s Meeting, Family and Consumer Science Association, Youth 4 Life eXtension, Dust or Magic Design Institute App Camp, Registered Dietitians and Nutrition Educators, and Games for Health Conference. In addition, team members developed the Exergames Unlocked Online Resource (exergamesunlocked.com), a comprehensive, research-based website with specific guidelines for exergame implementation including buying and set-up guides, research summaries, case studies, videos and strategies for implementation, and an energy exploration app, Eat & Move-O-Matic. The site also features helpful links to other Web materials and video and media regarding exergame uses specifically learned during this project. What do you plan to do during the next reporting period to accomplish the goals? Team members have completed this project; however, the online resource tool, Exergames Unlocked (exergamesunlocked.com) will remain freely available to the public.
Impacts
What was accomplished under these goals?
During this five-year project, team members successfully completed project goals. Specifically, team members made strides in: Better understanding the impacts of exergames Team members made significant steps toward better understanding — helping others understand —the important impacts and implications of exergame use for many different audiences, including physiological, psychosocial and familial affects. Project members prompted and contributed research regarding exergame use and effectiveness through more than helping to facilitate the immense and recent growth of the exergames research community in the process. They contributed original research in the field on exercise physiology, psychology, media and education. Annually, they compiled extensive literature reviews and shared with fellow researchers internationally, published 16 journal articles/book chapters in peer-reviewed publications and shared work through more than 20 conference presentations. Project members contributed to and served as co-chairs of the “Exergames” track at the annual International Games For Health Conference, helping to propel the exergame field further. Since the project's start, the research climate has changed signficantly, due — in large part — to the work done by researchers on this project. Team members made important contributions to the field by establishing research quality and rigor, serving as founding members and editorial board members of the Games For Health Journal and being among a handful of voices moving exergames research forward.Now, the wider public has a different attitude toward exergames and their potential with different audiences. Project members completed several research studies on integrating exergames into various settings and programs, with particular emphasis on at-risk audiences. Overall findings from researchers suggest exergames can offer audiences positive impacts including increased energy expenditure, readiness to exercise, and socialization with peers and family. Specific findings from researchers are noted below: Dr. Bryan Haddock completed several research projects for this proposal, some of which led to publications and several presentations. His work examined the physiological impacts through the use of exergames in middle school youth and college students. His work shows that exergames can function as a part of an exercise program that could lead to health-related benefits. If used 30 minutes a day for five days, exergames could provide the activity level and intensity needed to reach American College of Sports Medicine (ACSM) guidelines. Dr. Ann Maloney studied the use of off-the-shelf exergames (Dance Dance Revolution or DDR) with various locations and populations and prescribed DDR to youth and families in homes, schools and after-school settings. Her research showed that exergaming increased physical activity, decreased sedentary screen time, and offered enjoyment to users. Her research also showed that families using exergames together helped parents, especially mothers, to be more active throughout the week. Dr. Emily Murphy developed after-school gaming clubs in three middle schools to investigate the roles social relationships in group exergaming activity play in encouraging adherence to exergaming and physical exercise. Her research showed that following exergame interventions research participants, particularly those considered overweight or obese, reported a better quality of life in regards to feelings after participating in an exergaming club; a better quality of life in regards to school; better thoughts regarding exercise; and a greater level of readiness to exercise. Drs. Barbara Chamberlin and Jeanne Gleason researched and coordinated numerous exergame implementations with several audiences including youth, families, seniors, physicians, extension agents, educators and communities. Their work has shown that exergames can be an effective way to help many diffferent audiences build in necessary phyiscal activity into their lives. Integrating exergames in nutrition and obesity prevention programs through research-based recommendations Using research gained from initial exergame implementation studies, team members implemented exergames into numerous settings and with a wide variety of audiences and from these, yielded numerous "go to" recommendations for extension agents, school personnel and others in using exergames. Through these hundreds of implementation sites including extension, education, military, family, community and research laboratory settings, project members gained important insight regarding exergame use and effectiveness. Culminating research from this project which spanned more than five years, shows exergame use can be an effective approach to helping at-risk populations and many other audiences increase their physical activity and caloric expenditure. Here are some other significant findings: - Adult supervision or a “personal trainer” boosts children’s time using exergames. - With family involvement, participants tracking their progress and use while playing exergames or using pedometers goes up. - Providing that administrators and staff are involved, schools seem to be an ideal place to integrate exergames in the traditional PE classroom and into activities for the entire school. - Children, teachers and administrators have responded well to using exergames in schools, reporting a reduction in absences and tardies since implementing exergames into PE and using exergames schoolwide in the morning. Before- and after-school settings are also well-suited for exergame use. - In Connecticut, programs organized a competitive exergame Olympic event, from which they reported increased family participation in the monthly family practice events, especially among fathers, a traditionally hard-to-reach group. Developing online tools to supplement exergame integration - Exergames Unlocked: Using research gathered from all implementation sites, team members developed Exergames Unlocked (exergamesunlocked.com), a comprehensive site that includes research summaries, game reviews, case studies, videos, equipment buying and set-up guides, strategies for implementation and commentary from experts. - Eat & Move-O-Matic Mobile App: Team members also developed Eat & Move-O-Matic, a free, energy exploration app helping audiences to better understand the concept of "energy in and energy out". Audiences can freely download the app for the iPad and iPhone.
Publications
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2012
Citation:
Chamberlin, B. A., Arkansas 4-H Agents Inservice Training, "You're Pushing My Buttons: How Games, Mobile Devices and Apps are Changing the Ways We Think and Learn," Arkansas State 4-H, Little Rock, AR. (August 9, 2012).
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2012
Citation:
Saltos, E., Fisher, J. O., Bellows, L., Chamberlin, B. A., SNEB 2012: Energy from Synergy, "George M. Briggs Nutrition Science Symposium: Synergy through the Integration of Research, Education and Extension for Healthier Kids, Families and Communities," Society for Nutrition Education and Behavior, Washington, D.C.. (July 16, 2012).
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Chamberlin, B. A., Middle School Math Science Conference, "You're Pushing My Buttons: How Technology is Changing the Way we Teach and Learn," Texas Tech University, Lubbock, TX. (June 25, 2012).
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Chamberlin, B. A., Gleason, J. B., McVann, J., Association for Communications Excellence International Conference, "Educaonal Media: When You Need a Game, a Website, an App or a Video, and How to Know When You Need All of the Above," ACE, Annapolis, MD. (June 12, 2012).
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Chamberlin, B. A., CHI 2012, "Kids and Tangible Interfaces: Exergames as group activities, and what it means to interface design," Association for Computing Machinery, Austin, TX. (May 9, 2012).
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Chamberlin, B. A., National Extension Directors' Meeting, "You're Pushing My Buttons: How Technology is Changing Thought, Work and Play," Las Cruces. (March 14, 2012).
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Chamberlin, B. A., NM Family and Consumer Science Association, "You're Pushing My Buttons: How Games, Mobile Devices and Apps are Changing the Ways We Think and Learn," Las Cruces. (March 10, 2012).
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2012
Citation:
Chamberlin, B. A., NM SIGGRAPH, "You're Pushing My Buttons: How Games, Apps and Mobile Technologies are Changing the Ways We Think and Learn," Las Cruces. (February 4, 2012).
- Type:
Journal Articles
Status:
Published
Year Published:
2012
Citation:
Haddock, B.L., Jarvis, S., Klug, N.R., Gonzalez, T., Barsaga, B., Siegel, S.R., & Wilkin, L.W. (2012.) Measurement of Energy Expenditure while Playing Exergames at a Self-Selected Intensity. Open Sports Sciences Journal, 5:1-6.
- Type:
Journal Articles
Status:
Published
Year Published:
2012
Citation:
Haddock, B.L., Siegel, S.R., Costa, P.B., Jarvis, S.R., Klug, N.R., Medina, E., & Wilkin, L.D. (2012). Fitness Assessment Comparison between the Jackie Chan Active Run Video Game, One-mile Run/Walk, and the PACER. Games For Health Journal, 1(3): 223-227.
- Type:
Journal Articles
Status:
Published
Year Published:
2012
Citation:
Maloney, A. (2012). Can Dance Exergames Boost Physical Activity as a School-Based Intervention? Games For Health Journal.
- Type:
Journal Articles
Status:
Published
Year Published:
2012
Citation:
Erikkson, S., Maloney, A, Segal, R. & Rosenberg, A. (2012). Dance Dance Revolution Used by 7 and 8 Year- Olds to Boost Physical Activity: Is Coaching Necessary for Adherence to an Exercise Prescription? Games for Health Journal: 1(2): 45-50.
- Type:
Journal Articles
Status:
Published
Year Published:
2012
Citation:
Maloney, A., Threlkeld, K. & Cook, W. (2012) Comparative Effectiveness of a 12-Week Physical Activity Intervention for Overweight and Obese Youth: Exergaming with Dance Dance Revolution. Games for Health Journal: 1(2): 96-103.
- Type:
Journal Articles
Status:
Published
Year Published:
2012
Citation:
Bethea, T., Maloney, A. & Sikich, L. (2012). Pilot Study of an Active Screen Time Game Correlates with Improved Physical Fitness in Minority Elementary School Youth. Games for Health Journal, 1(1): 29-36.
- Type:
Book Chapters
Status:
Published
Year Published:
2012
Citation:
Chamberlin, B., Maloney, A., & Gallagher, R. (2011). Active video games: Potential for increased activity, suggestions for use, and recommendations for design. In S. Anrab, I. Dunwell & K. Debatista (Eds.), Serious Games for Healthcare: Applications and Implications. Hershey, PA: IGI Global.
- Type:
Book Chapters
Status:
Published
Year Published:
2012
Citation:
Chamberlin, B., Maloney, A., Gallagher, R., & Garza, M. (2012). Active video games: Potential for increased activity, suggestions for use, and recommendations for design. In S. Anrab, I. Dunwell & K. Debatista (Eds.), Serious Games for Healthcare: Applications and Implications. Hershey, PA: IGI Global.
- Type:
Book Chapters
Status:
Published
Year Published:
2012
Citation:
Chamberlin, B. & Maloney, A. (2012). Media Psychology on Exergaming Oxford University Press.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Chamberlin, B. A., National Association for Extension Program and Staff Development Professionals, "You're Pushing My Buttons: How Technology is Changing the Ways Our Clientele Think, Work and Learn," Denver, Colorado. (December 18, 2012).
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Chamberlin, B. A., Colorado Extension In Service Conference, "You're Pushing My Buttons: How Technology is Changing the Ways Our Clientele Think, Work and Learn," Boulder, Colorado. (November 7, 2012).
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Chamberlin, B. A., Colorado Extension In Service Conference, "Designing Educational Media that Doesnt Stink," Boulder, Colorado. (November 7, 2012).
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Chamberlin, B. A., Delaware Extension Program Conference, "You're Pushing My Buttons: How Technology is Changing the Ways Our Clientele Think, Work and Learn," University of Delaware, Delaware State University, Dover, Delaware. (October 17, 2012).
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2012
Citation:
Chamberlin, B. A., Minnesota Extension Program Conference, "You're Pushing My Buttons: How Technology is Changing the Ways Our Clientele Think, Work and Learn," Minnesota Cooperative Extension Service, Minneapolis, MN. (October 9, 2012).
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2012
Citation:
Gleason, J. B., Chamberlin, B. A., eXtension 2012 National Conference, "Games, Simulations and Interactives: Strategies for Designing eXtension Learning Tools," eXtension.org, Oklahoma City, OK. (October 2, 2012).
|
Progress 05/01/11 to 04/30/12
Outputs
OUTPUTS: Researchers compared caloric expenditure data from more than 100 youth on exergames to the one-mile run and the PACER test. We are finishing work on a standard research protocol to measuring energy expenditure of any exergame, and testing the validity and reliability in various test settings. Team researchers have analyzed physiological data on about 200 youth and 70 families, including BMI, blood pressure, physical activity level, preferences, and self-esteem measures. Using the Theory of Planned Behavior, researchers also investigated and are currently analyzing data on the social connections and effects through exergaming activity, including among family members. Team members developed after-school gaming clubs for middle school students in two West Virginia counties with 316 students participating, to investigate roles social relationships encourage exergaming and physical exercise adherence. Students participating in in-school clubs were given time three days per week during physical education/health classes as well as during study halls and lunch to engage in a variety of exergames. Throughout the duration of the exergame initiative, mini-grants have been issued to 17 sites to implement exergames in classrooms, school-based non-classroom interventions, traditional physical education programs, programs serving military families, and non-traditional sites such as laundry mats, senior centers and physician offices. Program leaders at these sites communicated regularly with researchers on exergame use through regular phone conversations, emails and blog postings. The project team uses this input to understand barriers to exergame use, develop best practice recommendations, and identify information needed for other program leaders to use exergames. This content drives online resource development through the project website Exergames Unlocked (exergamesunlocked.com), and guides researchers in giving presentations on using exergames in a variety of settings. Exergamesunlocked.com is a comprehensive, research-based website to help program leaders, researchers, parents and educators best implement exergames into their programs and lives. The site includes specific guidelines for exergame implementation including buying and set-up guides, research summaries, case studies, videos and strategies for implementation, and a section on nutrition and caloric balance. The site also features helpful links to other Web materials, video and media on exergame uses and exergame reviews. Team members continue to draft guidelines and support tools for using exergames in various settings. This includes an exergaming blog, research summaries, case studies, videos, and game reviews. These publications covered many topics regarding exergame use including improving academic performance, replacing sedentary screen time with active screen time, increasing physical activity in adults and seniors, positively impacting student behavior, giving traditional PE classrooms a fun edge, and getting the entire family moving together. All materials are available on exergamesunlocked.org, which is currently being revised to ensure usability for many audiences and settings. PARTICIPANTS: Nothing significant to report during this reporting period. TARGET AUDIENCES: Nothing significant to report during this reporting period. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
Researchers examined the impact of exergame use on the mile run and PACER shuttle run with more than100 middle school youth. The purpose of the study was to examine how much energy is expended playing active video games and to begin looking at an alternative way to examine fitness level in middle school children. Through testing of a variety of games, researchers determined that playing exergames could be an effective part of an exercise program. In particular, if used 30 minutes a day for five days, exergames could provide the needed activity level and intensity to reach ACSM guidelines. Researchers also completed several research studies using the popular exergame, Dance Dance Revolution (DDR), with children and families in various settings (home, school, afterschool programs). With DDR as the constant variable, researchers tested intensity, duration and efficacy of physical activity stimulus and delivery for children. The children were typically developing and were either normal weight or obese. Findings from these studies include: increased daily activity; coaching increases DDR work; increasing moderate physical activity in minority populations; Family-based intervention may slow decline in physical activity; exergaming increases perception of quality and life and readiness to exercise.
Publications
- Haddock, B.L., Jarvis, S., Klug, N.R., Gonzalez, T., Barsaga, B., Siegel, S.R., & Wilkin, L.W. 2012. Measurement of Energy Expenditure while Playing Exergames at a Self-Selected Intensity. Open Sports Sciences Journal, 5:1-6.
- Haddock, B.L., Siegel, S.R., Costa, P.B., Jarvis, S.R., Klug, N.R., Medina, E., & Wilkin, L.D. 2012. Fitness Assessment Comparison between the Jackie Chan Active Run Video Game, One-mile Run/Walk, and the PACER. Games For Health Journal, 1(3): 223-227.
- Erikkson, S., Maloney, A, Segal, R. & Rosenberg, A. 2012. Dance Dance Revolution Used by 7 and 8 Year- Olds to Boost Physical Activity: Is Coaching Necessary for Adherence to an Exercise Prescription? Games for Health Journal: 1(2): 45-50.
- Maloney, A., Threlkeld, K. & Cook, W. 2012. Comparative Effectiveness of a 12-Week Physical Activity Intervention for Overweight and Obese Youth: Exergaming with Dance Dance Revolution. Games for Health Journal: 1(2): 96-103.
- Bethea, T., Maloney, A. & Sikich, L. 2012. Pilot Study of an Active Screen Time Game Correlates with Improved Physical Fitness in Minority Elementary School Youth. Games for Health Journal, 1(1): 29-36.
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Progress 05/01/10 to 04/30/11
Outputs
OUTPUTS: Team members continue to research physiological, social and psychosocial impacts of exergames. Dr. Bryan Haddock is comparing caloric expenditure data from youth on exergames to the one-mile run and the PACER test. He and Dr. Emily Murphy are finalizing protocols for measuring energy expenditure of any exergame, and testing the validity and reliability in a variety of test settings. Dr. Ann Maloney is analyzing physiological data on 200 middle school youth, including BMI, blood pressure, physical activity level, preferences, and self-esteem measures. She is also reviewing the data regarding the effect of social connections on exergaming activity. Dr. Emily Murphy is implemented exergames in local schools and youth camps to investigate increased activity and psychosocial impacts, and analyzing best practices for large group implementation of games, such as tournaments. Dr. Murphy has developed after-school gaming clubs in three middle schools in West Virginia with more than 200 students. She conducted the second annual statewide DDR competition in summer 2011, which included a new record-breaking DDR play documented by Guinness Book of World Records. The Tournament had more than 150 schools participate in round one. Mini-grants were issued to 13 sites to implement exergames in classrooms, school-based non-classroom interventions, and traditional physical education programs. Program leaders at these sites have communicated regularly with Dr. Chamberlin's team on exergame use. The project team uses this input to better understand barriers to exergame use, develop best practice recommendations, and identify information needed for other program leaders to use exergames. This content drives online resource development through the project website, exergamesunlocked.com. In 2011, mini grants were awarded to four new programs serving military families. Based on newly emerging research in the field, research conducted by team members, and observed behavior of mini-grant recipients, team members continue to draft guidelines and support tools for using exergames in a variety of settings. This includes an exergaming blog with over 70 blog posts, research summaries, case studies, videos, game review. These publications covered numerous topics regarding exergame use including improving academic performance, replacing sedentary screen time with active screen time, increasing physical activity in adults and seniors, positively impacting student behavior, giving traditional PE classrooms a fun edge, and getting the entire family moving together. All materials are available on exergamesunlocked.org, which will be revised in the final year for usability. During this time period, team members have disseminated findings and project through 22 presentations at conferences including Games Developers Conference, Family Resiliency Conference, the American Heart Association Active Play Summit, Obesity Society Symposium, Games for Health Conference, American College of Sports Medicine (ACSM) Meetings, International Congress on Physical Activity and Public Health, as well as smaller district or state meetings. PARTICIPANTS: Barbara Chamberlin PhD, Project Director, New Mexico State University (NMSU): oversees research on new trends in exergames, pilot implementation sites and mini grant awardees. Disseminates findings at conferences, and works to establish exergames as research field. Jeanne Gleason, EdD, Instructional Design Director, Media Productions Department, NMSU: oversees website development and manages finances of project. Ann Maloney, MD, Department of Psychiatry, Maine Medical Center: conducts research on the roles of families in obesity prevention, and the impact of exergames with the families. She also guides the design of evaluation strategies that field practitioners can implement to measure the effectiveness of exergames. Emily Murphy, PhD, Pediatrics Department and West Virginia Extension, West Virginia University: serves as lead researcher on social impacts of exergame use including self-esteem and self self-perception of youth regarding obesity and physical activity, and the impact exergames have on these self-perceptions. Ann Bock, PhD, RD, LD, Professor Human Nutrition, NMSU, serves as the nutrition advisor, guiding development of nutrition recommendations as they relate to CYFAR at-risk audiences and online nutrition tool that exergamers can use to correlate calorie intake and exergame calorie expenditure. Ernie Medina Jr., DrPH, CHFI, Preventative Care Specialist, Beaver Medical Group: helps develop specific recommendations and best practices on using exergames, and builds international exergames community. Bryan Haddock, DrPH, Department of Kinesiology, California State University-San Bernadino: serves as the lead researcher on physiological impacts of exergames, specifically on calorie expenditure and other physical measures during exergame use. Pamela Martinez, Director of Multimedia Studio, NMSU Media Productions: manages development of online materials. Rachel Gallagher, Senior Program Specialist, NMSU Media Productions: helps coordinate research in the Learning Games Lab, writes and edits materials for the online resource, and coordinates reporting functions for the project. Michelle Garza, Research Scientist, NMSU Media Productions: oversees research in the Learning Games Lab, and writes and edits materials for the online resource, exergamesunlocked.org. Eli Sohn, Senior Graphic Designer, NMSU Media Productions: designs and develops dissemination materials for the project including Web materials and print publications. Logan Ilczyszyn, PC support, NMSU Media Productions: helps guide programming and product development, while giving graphic and equipment support in the Learning Games Lab. Elizabeth Fricke, Games Lab Teacher, NMSU Media Productions: serves as primary teacher in the Learning Games Lab during research sessions, helping to collect and organize data. Valentina Valeta, Student, NMSU Media Productions: supports research session in the Learning Games Lab, including maintaining game inventory and check out system, and assists staff on day-to-day office functions related to the project. Additional partners (including recipients of mini-grants) are included in the "Target Audiences" section. TARGET AUDIENCES: Mesilla Elementary School in Mesilla, NM. Staff used exergames in the PE program and school-wide as a beginning-of-the-day activity, and created an Exergaming Lab used to replace food-based rewards. Conlee Elementary School, Las Cruces, NM. Staff used exergames in PE program and school-wide in the mornings. Central Elementary School, Las Cruces, NM. Staff used exergames in a classroom-based intervention, before spelling and math assessments. Highland Elementary School, Las Cruces, NM. Staff used exergames schoolwide in the mornings. La Union Elementary School, Las Cruces, NM. Staff implemented exergames as an employee fitness program to increase physical activity among staff. Northwest Early College High School, El Paso, TX. Staff implemented exergames in a wellness class within a school that had limited physical education facilities and equipment. Students at over 400 schools in West Virginia: access to DanceDanceRevolution and training in preparing for DDR tournaments. USAG Humphreys School Age Services Program in Korea. Before- and after-school program services for youth of military families in grades 1-5. Teachers and staff at school in Idaho: Exergames are being used as part of a workplace health initiative overseen by Idaho Extension. California 4-H Youth Development Program. After-school program for youth of military families in grades 4-12 Washington State University Extension 4-H and Base Lewis McChord. After-school program for youth of military families in grades 4-12. Fort Shaftner School Age Services in Hawaii. Military, youth outreach program for youth in grades K-5. The program operates before and after school and during the summer. New Mexico Military Family Services. This program is a part of the US Military Outreach Services, which provides deployment assistance and other family assistance to military family members. PROJECT MODIFICATIONS: Not relevant to this project.
Impacts
Project members developed after-school gaming clubs in three middle schools to investigate the roles social relationships in group exergaming activity play in encouraging adherence to exergaming and physical exercise. Data has been collected on more than 200 students. Mini-grant awardees have successfully engaged diverse users to move with exergames. Elementary schools have integrated exergames into traditional PE classroom as well as during study breaks and before assessments. Teachers have indicated reduced tardy behavior and absences and better focus and time-on-task. Exergame use can be an effective approach to helping at-risk audiences increase their physical activity and caloric expenditure. Adult supervision or a "personal trainer" boosts children's time using DDR. With family involvement, self-reporting while playing DDR or using pedometers goes up. When administrators and staff are involved, schools seem to be an ideal place to integrate exergames, including the use of dance games in the traditional PE classroom to activities for the entire school. Children, teachers and administrators have responded well to using exergames in the school, noticing a reduction in absentees and tardiness since implementing exergames into PE and using exergames school-wide in the morning. Pending analysis on classroom data will show effect of short exergaming bursts on test performance. Before- and after-school settings are also ideal for exergame use. In Connecticut, programs preparing for a competitive exergame Olympic event are seeing increased family participation in the monthly family practice events, especially with fathers. Media have covered the project's research efforts, helping to disseminate project objectives and funding to a larger audience, including a USA Today article, "Video games help schools get kids moving, exercising more," (October 11, 2010) Because exergaming is an emerging research field, team members have served active roles in changing conditions in related disciplines. Dr. Chamberlin was included in the American Heart Association's summit on exergaming, summarizing research and leading to an AHA publication on exergames. She also co-chaired the exergaming track at the Games for Health conference. Team members have joined TEN (The Exergaming Network), a social advocacy group for use of exergames. Researchers are currently completing book chapters ("Oxford Handbook of Media Psychology", "Serious Games for Health") summarizing exergame research and articulating recommendations for use. They are also working with other researchers in the field to draft design guidelines for game developers, to increase potential of exergames for use with at-risk audiences and youth. The Exergames Unlocked Online Resource (exergamesunlocked.com) is a comprehensive, research-based website with specific guidelines for exergame implementation including buying and set-up guides, research summaries, case studies, videos and strategies for implementation, and an upcoming section on nutrition and caloric balance. The site also features helpful links to other Web materials, video and media on exergame uses.
Publications
- Chamberlin, B., & Maloney, A. 2012. Active Video Games: Impacts and Research. In K. Dill (Ed.), Oxford Handbook of Media Psychology New York: Oxford University Press.
- Garza, M. 2010. Exergames Olympics breathes new life into family program. Exergames Unlocked. Retrieved from http://exergamesunlocked.com.
- Garza, M. 2010. Exergaming: Conlee elementary students, staff get active with wii. Exergames Unlocked. Retrieved from Exergames Unlocked website: http://exergamesunlocked.com.
- Garza, M. 2010. La Union Elementary dances it out with "Just Dance". Exergames Unlocked. Retrieved from Exergames Unlocked website: http://exergamesunlocked.com.
- Garza, M. 2010. Opinion: Why Videogames Need Exercise Ratings. Exergames Unlocked. Retrieved from Exergames Unlocked website: http://exergamesunlocked.com.
- Garza, M. 2011. Downloading Songs for Just Dance 2. Exergames Unlocked. Retrieved from Exergames Unlocked website: http://exergamesunlocked.com.
- Garza, M. 2011. Wii Recommendations -Updated Buying Guides. Exergames Unlocked. Retrieved from Exergames Unlocked website: http://exergamesunlocked.com.
- Haddock, B., Siegel, S., & Wilkin, L. 2010. Energy Expenditure of Middle School Children While Playing Wii Sports Games. California Journal of Health Promotion 8(1), 32-39.
- Lieberman, D., Chamberlin, B., Medina Jr, E., Franklin, B., Sanner, B., & Vafiadis, D. 2011. The Power of Play: Innovations in Getting Active Summit 2011: A Science Panel Proceedings Report From the American Heart Association. Paper presented at the The Power of Play: Innovations in Getting Active Summit 2011, San Francisco, CA.
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Progress 05/01/09 to 04/30/10
Outputs
OUTPUTS: The primary objectives and progress were: 1)Research physical impacts of exergames.Researchers studied caloric expenditure in exergame play, particularly in newer active games. 2)Research psychosocial effects of exergames and role of families. Team members completed a study with more than 200 individuals from 65 families with at least one overweight child, investigating family activity and attitudes. Researchers implemented exergames in local schools and youth camps to investigate increased activity and psychosocial impacts. Members are investigating exergame use with youth with autism and severe mental illness to help combat weight gain from medications. 3)Using research-based recommendations, integrate exergames in nutrition education and obesity prevention programs for at-risk audiences.Exergames clubs have been set up in several West Virginia schools for researchers to investigate exergame clubs compared to traditional organized sports. Minigrants were issued to 6 additional sites nationally (Hawaii, California, Delaware, Connecticut, New Mexico) to analyze exergame use in a various settings. Sites included youth, children with special needs, family, after-school, formal classroom and senior citizen programs. Project sites have been successful in implementing exergames and communicate regularly with the project team. This input is being used to better understand the barriers to exergame use, develop best practice recommendations for using exergames and identify information needed for others to use exergames. This content drives the development of online resources through the project website. Some programs have been able to develop their initial support from this project into additional exergame-related work. The Hawaii team received support including funding from Walmart to encourage outdoor physical activity, from a local community association to purchase Wii equipment and software to use at their Community Learning Center. State Farm Insurance supplied the program 80 kits that include a pedometer and CD, "The 50 Million Pound Challenge." 4 Establish research-based guidelines for exergame implementation in at-risk youth programs. 5)Publish Exergames Resource website that CYFAR program leaders find useful, easy to navigate. The Exergames Unlocked website is fully operational with content reflecting the needs and interests of the exergame grant recipients and research from team members. The tool includes video and print resources and game reviews. Additional content is planned, and mini-grant recipients continue to inform the project. 6) Support youth and adults access an Online Calorie Comparison Tool that helps users estimate a relationship between calories consumed in a given food and calories burned in a given exergame/program Developers began work on a FaceBook tool in which users can log food in the social networking site, comparing nutritional needs to needs met with game-based motivations for logging. The working prototype is now entering a second design phase with content art and additional programming. The team plans to submit an early prototype of the game in the "Apps for Healthy Kids" competition in the end of June. PARTICIPANTS: Nothing significant to report during this reporting period. TARGET AUDIENCES: Nothing significant to report during this reporting period. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
Research indicates exergame use can significantly increase energy expenditure in all audiences in comparison to energy expenditure in traditional video game play. Research by Dr. Bryan Haddock explored energy expenditure in popular Wii games. Calories burned in gameplay were as follows: EA Sports Active (5.4 Kcal/min), Your Shape (6.9 Kcal/min), Gold's Gym Cardio Workout (7.3 Kcal/min), Wii Sports (Tennis: 2.7 Kcal/min; Boxing: 4.3 Kcal/min; Bowling: 2.2 Kcal/min; Baseball: 2.7 Kcal/min; Golf 1.6 Kcal/min and Just Dance (5.3 Kcal/min). Researchers are investigating exergames as a gateway to other physical activities for youth and families. Dr. Ann Maloney explored interest of obese children with families to engage in other activity, their confidence in ability to engage in other activity and engagement in other activities. Early data analysis shows children and mothers significantly changed their readiness to engage in physical activity but fathers had no significant change. Reserachers developed after-school gaming clubs to investigate social relationships in group exergaming and encouraging adherence to exergaming and physical exercise. Dr. Emily Murphy is studying 3 active exergaming clubs. Baseline data on 162 7th and 8th grade students taken in early May included measurement of BMI and blood pressure, family history of chronic diseases and current physical activity levels, physical activity preferences and self-esteem. Murphy is helping to coordinate a statewide Dance Dance Revolution (DDR) implementation in West Virginia to introduce DDR, a physically active video game, to all public schools statewide. The program is designed to engage public school students, including those not normally predisposed to exercise, in a fun activity that helps improve overall student health at an impressionable age. To date, 166 of the 180 middle schools have been issued DDR equipment. Of the 111 high schools, staff members at 93 of the high schools, have been trained as well. Staff members at 195 of the 420 elementary schools have also been trained to use the equipment. To date, 14 trainings have been completed (15 trainings were held at WVU, while 4 satellite trainings were offered in the southern part of the state). The tournament comprises three age divisions elementary, middle school and high school. High scores in every round determine the winner of each grade level. The competition had three rounds, local, regional and state finals. The state final is scheduled for June 17, 2010 in Charleston, WV, the state capital. Lastly, the group's min-grant awardees have had huge success in getting people of varying ages and backgrounds to move through exergames. Also, many of the awardees continue to build on their programs, while building awareness in their communities on the effectiveness of exergames to encourage movement and bonding time with friends and family.
Publications
- Haddock, B., Siegel, S.R. & Wikin, L. 2009. The Addition of a Video Game to Stationary Cycling: The Impact on Energy Expenditure in Overweight Children. The Open Sports Sciences Journal, 2:42-46.
- Garza, M., Gallagher, R. 2010. Let it snow, let it snow, let it snow: Active games offer youth physical activity during bad weather. Successful Programs. Exergames Unlocked website. www.exergamesunlocked.org.
- Garza, M., Gallagher, R. 2010. Exergaming at Parent Teacher Conferences: La Union Elementary, Southern New Mexico. Successful Programs. Exergames Unlocked website. www.exergamesunlocked.org.
- Garza, M. 2009. Higher Ed gets in the game: Exergames for college credit. Successful Programs. Exergames Unlocked website.
- Garza, M. 2009. Using the Nintendo Wii in Rehabilitation. Successful Programs. Exergames Unlocked website. www.exergamesunlocked.org.
- Chamberlin, B., Garza, M., Gallagher, R. 2009. Tips on Healthy Gaming. Guides. PDF Handout and Exergames Unlocked website. www.exergamesunlocked.org.
- Chamberlin, B., Garza, M., Gallagher, R. 2009. Holiday Buying Guide. Guides. PDF Handout and Exergames Unlocked website. www.exergamesunlocked.org.
- Chamberlin, B., Garza, M., Gallagher, R., Turner, T. 2010. La Union: Parent Teacher Conferences. Video featured on Exergames Unlocked website. www.exergamesunlocked.org.
- Siegel, S.R., Haddock, B.L., Dubois, A.M., & Wilkin, L.D. 2009. Active Video/Arcade Games/Exergaming and Energy Expenditure in College Students. International Journal of Exercise Science Vol.2 Iss.3:165-174.
- Chamberlin, B., Gallagher, R., Garza, M., Sohn, E. 2009. Exergames Unoked Online Resource Tool. Exergamesunlocked.org.
- Garza, M., Gallagher, R. 2010. Conlee Makes Exergaming Work Through a Four-Station Rotation. Successful Programs. Exergames Unlocked website. www.exergamesunlocked.org.
- Chamberlin, B., Garza, M., Gallagher, R., Turner, T. 2010. Mesilla Elementary: Exergames included at a School Health Fair. Video featured on Exergames Unlocked website. www.exergamesunlocked.org.
- Chamberlin, B., Garza, M., Gallagher, R., Turner, T. 2010. Conlee Elementary: Just Dance being used throughout the whole school in the Classrooms as a morning starter. Exergames Unlocked website. www.exergamesunlocked.org.
- Garza, M., Gallagher, R., 2010. A Parent's Guide to Using Exergames in the Home. LCPS Health Column. Las Cruces Sun News.
- Garza, M., Gallagher, R., 2010. Conlee Elementary Increasing Physical Activity One Dance At A Time. LCPS Health Column. Las Cruces Sun News.
- Gallagher, R., Garza, M. 2010.The potential of exergames to engage youth, get them moving. LCPS Health Column. Las Cruces Sun News.
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Progress 05/01/08 to 04/30/09
Outputs
OUTPUTS: The purpose of this project is to better understand the impacts of exergames on obesity prevention, including physical, psychosocial and familial effects, through valid, documented, replicable research. The primary objectives are to 1) research physical impacts of exergames through measuring calorie expenditure, heart rate, oxygen consumption and carbon dioxide production of gamers playing commercially available exergames; 2) research psychosocial effects of exergames, including self-esteem, increased interest in other physical activities, and role of families; 3) using research-based recommendations, integrate exergames appropriately within nutrition education and obesity prevention programs for at-risk audiences; 4) establish research-based, specific guidelines for exergame implementation for at- risk youth programs, including management guidelines, research summaries, evaluation models, nutrition components and successful best practice; 5) publish an Exergames Resource website that interested CYFAR program leaders find useful, easy to navigate, and complete; 6) support youth and adults access an Online Calorie Comparison Tool that allows users to successfully estimate a relationship between calories consumed in a given food and calories burned in a given exergame/program; and 7) integrate exergame programs in CYFAR sites in eight states based on published Online Exergames Resource. Currently, researchers are performing and collecting data from research studies on caloric expenditure related to exergame play, creating the online resource tool, Exergames Unlocked, and have disseminating materials through national conference venues. PARTICIPANTS: Nothing significant to report during this reporting period. TARGET AUDIENCES: Nothing significant to report during this reporting period. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
Initial research on energy expenditure through the use of exergames, or games that promote physical activity, is promising. Early studies indicate that exergame use can significantly increase energy expenditure in all audiences in comparison to the energy expenditure in traditional video game play. For example, initial research by project team members on energy expenditure using active controllers indicates that youth playing video games using a bike controller had greater oxygen consumption and energy expenditure while riding the bike controller during the game, as opposed to just riding a bike itself. Additionally, research indicates that caloric expenditure is significantly higher in obese children player exergames. Other project researchers are currently investigating exergames as a gateway activity to other non-game exergame based physical activities. This study will include interest or intent to engage in other activity, confidence or self-efficacy in ability to engage in other activity, as well as documented engagement in other activities. Lastly, project members are Emily is develop after-school gaming clubs to investigate the roles social relationships in group exergaming activity play in encouraging adherence to exergaming. Research results are pending.
Publications
- Haddock, B., Siegel, S.R. & Wikin, L. 2009. The Addition of a Video Game to Stationary Cycling: The Impact on Energy Expenditure in Overweight Children. The Open Sports Sciences Journal, 2:42-46.
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