Using combative and imitative active video games to increase the physical activity levels of university students on campus

Abstract

This study aimed to investigate the effects of combative and imitative active video games (AVGs) on the physical activity levels of university students on campus. University students (n = 10; mean age: 20.30 ± 1.57 years), participated in this study. Measurements were taken from each participant at two separate time points on a university campus. During these visits, the physiological responses were recorded for two AVGs and resting conditions for measurement of physical activity level. The AVGs were randomly played for 15 minutes using an Xbox One device on the university campus. Physiological responses were measured continuously using the computerized, breath-by-breath analysis system, also the heart rate was recorded continuously. Data were analyzed using a one-way repeated measures ANOVA. The findings demonstrate that active video imitative and combative games significantly increased physiological responses, the energy expenditure from 0.019 ± 0.002 (rest) to 0.102 ± 0.019 and 0.131 ± 0.017 kcal.kg−1.min−1, respectively. The MET values of games (imitative: 5.937 ± 1.03; combative: 7.547 ± 0.94) were significantly higher than the rest (1.120 ± 0.11). The HR values significantly increased from 72.4 ± 9.96 beat.min-1 for rest to 132.2 ± 21.10 beat.min-1 for the imitative game, and 153.1 ± 19.76 beat.min-1 for the combative game. The highest physiological responses were determined for active video combative games which were significantly higher than active video imitative game responses (p < 0.01) and rest (p < 0.001). In conclusion, both combative and imitative AVGs, which can be integrated into campus and physical education classes, could serve as effective tools for increasing the physical activity levels of university students.