Can Exergames Use As an Educational Tool in Physical Education for Cognitive, Social, and Affective Domains?

Abstract

The rapid growth of children's interest in the digital world leads educators to use this interest to meet learning outcomes. In this respect, the use of computer-based simulations and video games as educational tools is a necessity rather than an innovative method for educators. In recent years, school-based physical activity (PA) programs based on active video games/exergames (EG) have begun to be implemented. The aim of this review was to investigate the effects of EG as an educational tool in physical education (PE) lessons in terms of children's social, affective, and cognitive domains. The literature obtained by researching in Pubmed, Uludağ E-Library and Google Academic databases without date limitation was examined with systematic review methodology. In conclusion, EG creates the potential to have a positive impact on social, cognitive and affective domain skills such as PA perception, collaboration, leadership, self-management, motor learning, memory, awareness and peer learning. Even if EG alone does not replace a teacher or a lesson, it can enrich the learning environment in PE. EG can be not only an important source of motivation for active participation in PE lessons for children but also an effective educational tool for the teacher. Keywords: Active Video Games, Exergames, Physical Education Special Issue of Educational Sciences DOI: 10.7176/JSTR/6-06-11