Educational and Social Exergaming: A Perspective on Physical, Social, and Educational Benefits and Pitfalls of Exergaming at Home During the COVID-19 Pandemic and Afterwards.

Marco Rüth,Kai Kaspar

doi:10.3389/fpsyg.2021.644036

Abstract

Physical inactivity and coronavirus disease 2019 (COVID-19) signify two pandemics with negative physical, mental, and economic consequences. Younger and older people have not reached the recommended physical activity level for years. Societal restrictions due to COVID-19 additionally reduce opportunities for physical activity, and they increase social isolation. Here, we outline how playing exergames with others (social exergaming) at home could foster physical and mental health and promote communication and discussions on exergaming. Accordingly, we highlight the educational and social benefits of exergaming at home and delineate the concept of Educational and Social Exergaming (EASE). We outline specific benefits and pitfalls of exergaming regarding its physical and nonphysical effects, including educational values of discussing exergaming experiences and related topics. Moreover, we discuss the relevance of practical guidelines for educational and social exergaming at home as well as prospects for future research. Overall, educational and social exergaming could alleviate several detrimental effects of both pandemics on the health and well-being of people of all ages.

Highlights

Physical activity and exercising can promote health and well-being for people of all ages, but worldwide, recommended levels of physical activity are not reached by about 80% of adolescents (Guthold et al, 2020) and by almost 30% of adults (Guthold et al, 2018)
We argue that exergaming provides valuable opportunities to reflect on the meanings of media as environments and the promotion of critical thinking and digital skills, which is important to people of all ages (Rasi et al, 2019)
While teacher-led discussions can support students to reflect on video game experiences in formal school teaching (Rüth and Kaspar, 2021), question catalogs and interview guidelines could facilitate and structure communications in informal learning environments at home

Summary

INTRODUCTION

Physical activity and exercising can promote health and well-being for people of all ages, but worldwide, recommended levels of physical activity are not reached by about 80% of adolescents (Guthold et al, 2020) and by almost 30% of adults (Guthold et al, 2018). Results in unhealthy exercising due to inappropriate training intensity ...is aimless (e.g., no learning objectives and no specific goals are provided prior to exergaming) ...in competitive and/or cooperative modes elicits effects on a motivational, emotional, and cognitive level that hamper physical activity or cause undesirable side effects (e.g., physical aggression) ...does not promote relatedness; there is even a risk of social exclusion in competition modes ...is inadequately integrated into daily life; competition modes might stress family harmony ...provides frustrating and unfeasible challenges that counteract competence acquisition ...is not motivating because it is forced or because it offers little control (low autonomy) ...is not motivating since it is monotonous (low novelty). While teacher-led discussions can support students to reflect on video game experiences in formal school teaching (Rüth and Kaspar, 2021), question catalogs and interview guidelines could facilitate and structure communications in informal learning environments at home. Care should be taken to balance exergaming with serious discussions so that players enjoy and engage in exergaming in the long run

DISCUSSION

DATA AVAILABILITY STATEMENT