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Playing exergames in the classroom: Pre-service teachers’ motivation, passion, effort, and perspectives
ARTICLE

, , University of North Texas, United States

Journal of Technology and Teacher Education Volume 19, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

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Abstract

This study investigated pre-service teachers’ experience, motivation, passion, effort, and perspectives in playing exergames in the classroom using the self-determination theory as the main theoretical framework. One hundred forty pre-service teachers participated in the study. A mixed method was used. Data included pre-survey and post-survey results and classroom observation notes. Findings indicated that most pre-service teachers had little prior experience in exergames. However, they enjoyed playing exergames in the classroom and considered it beneficial to incorporate exergames in teaching. They also raised concerns, challenges, and the need for resources to effectively incorporate exergames in teaching. Findings also suggested that promoting pre-service teachers’ higher levels of self-determined motivation and harmonious passion may motivate them to be more active in exergames. Details are discussed in the paper.

Citation

Lin, L. & Zhang, T. (2011). Playing exergames in the classroom: Pre-service teachers’ motivation, passion, effort, and perspectives. Journal of Technology and Teacher Education, 19(3), 243-260. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 1, 2023 from .

© 2011 Society for Information Technology & Teacher Education

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  • Gestural Interfaces in Learning

    Mark Evans, University of North Texas, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 3337–3340

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