Abstract
Literature indicates that technology, including exergaming, is popular among adolescents and can be used as a supplemental tool in the physical education classroom. Therefore, the purpose of this study was to examine third and fourth grade students’ perceived enjoyment and exertion levels toward exergaming in relation to traditional physical education. The participants included 148 third and fourth grade elementary students. Each student completed two surveys (10 items each): one after a traditional PE lesson (gym) and one after participating in a lesson taught in an exergaming lab (MKR). Each survey consisted of two parts: seven enjoyment questions and three perceived exertion questions. Using a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree), students marked responses to reflect their enjoyment toward and perceived exertion levels for each setting of physical education. The results indicate students enjoyed the MKR (Mean Rank = 75.75) significantly more than the traditional gym (Mean Rank = 49.15) setting, z = 4.53, p < .001. However, the students felt they worked harder in the gym (Mean Rank = 73.21) compared to the MKR (Mean Rank = 51.15), z = 4.11, p < .001. With this study, physical educators will be exposed to the implications of integrating exergaming into a physical education environment.
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