Comparing Live and Digital Augmented Reality Models for Demonstrating Two Motor Skills From the Test of Gross Motor Development—Second Edition: TGMD-2

Spinosa, Rodrigo Martins de Oliveira; Santo, Dalberto Luiz de; Costa, Rafaela Zortéa Fernandes; Pazetto, Nerylson Ferraz; Santos, C.R.; Medina-Papst, Josiane; Marques, Inara

doi:10.1177/0031512519900061

Cited by 5 publications

(9 citation statements)

References 13 publications

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“…The authors of this study point out that VR can help in exercising balance, improving gross motor skills, instruct correct therapeutic exercise performance. This corresponds with the results of other studies, which point out that illustrations of presented in VR are as efffective as face to face demonstrations of exercises performed by a trainer (Spinosa et al, 2020).…”

Section: Introductionsupporting

confidence: 90%

Virtual Reality as a Teaching Resource Which Reinforces Emotions in the Teaching Process

et al. 2022

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In the educational context, virtual reality (VR) can be defined as a set of diverse hardware and software technologies that can be used to provide the experience of immersion in the learning process. This study aimed to investigate the connection between VR and emotions that can motivate students to be more active in the didactic process. A group of 99 participants was involved and watched three short individual VR sessions using Oculus glasses. We monitored participants’ moods (using the SUPIN/PANAS questionnaire) and we also gauged their self-esteem (SES questionnaire). Participation in VR sessions increases the intensity in learners’ emotions. The increase or decrease in emotions depends on whether they are positive or negative. First and foremost, we observed changes in the intensity of positive emotions which, after VR intervention, increased significantly in relation to the initial measurement, compared with the intensity of negative emotions during the post-test. The results show that VR significantly modifies learners’ emotions, contributing to the reinforcement of positive emotional states, and in the case of those with low self-esteem, it also decreases negative emotional states. In conclusion, VR can be used as a didactic tool to facilitate the teaching-learning process at various levels. It makes it possible not only to practice skills in simulated, safer conditions and illustrate presented material, but also to make the didactic process more attractive, thereby influencing learners’ emotions positively.

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Section: Introductionsupporting

confidence: 90%

Virtual Reality as a Teaching Resource Which Reinforces Emotions in the Teaching Process

et al. 2022

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“…Of the 53 studies included in the review, the majority originated from high‐income countries, most notably Western European countries (Bonneton‐Botté et al, 2020; Clarke & Abbott, 2016; Desoete & Praet, 2013; Di Lieto et al, 2017; Fernández‐Molina et al, 2015; Fikkers et al, 2019; Gremmen et al, 2016; Kiefer et al, 2015; Konok et al, 2021; Kosmas & Zaphiris, 2020; Mayer et al, 2020; Picard et al, 2014; Smeets & Bus, 2012; Teepe et al, 2017; Walter‐Laager et al, 2017), followed by the United States (Antrilli & Wang, 2018; Diehm et al, 2020; Haegele et al, 2011; O'Toole & Kannass, 2018; Parish‐Morris et al, 2013; Rogowsky et al, 2018; Russo‐Johnson et al, 2017; Schmitt et al, 2018; Schroeder & Kirkorian, 2016; Xu et al, 2021; Zhen, 2017; Zheng & Sun, 2021; Zimmermann et al, 2015), Australia (Axford et al, 2018; Barnett et al, 2012; Huber et al, 2018; McNeill et al, 2019, 2021; Neumann, 2014, 2016, 2018; Trost & Brookes, 2021), the United Kingdom (Bedford et al, 2016; Herodotou, 2018; Outhwaite et al, 2019; Portugal et al, 2021; Ross et al, 2016), Taiwan (Lin, 2019; Lin et al, 2017; Lin et al, 2020), and one study each from Canada (Courage et al, 2021), South Korea (Moon et al, 2019), and Israel (Elimelech & Aram, 2020). Only two studies were from middle‐income countries Brazil (Souto et al, 2020; Spinosa et al, 2020) and China (Hu et al, 2020; Liu et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

“…The remaining 20 studies included the use of interactive learning videos, games, and touch screen story e‐books within the broader education context (Barnett et al, 2012; Bonneton‐Botté et al, 2020; Diehm et al, 2020; Di Lieto et al, 2017; Elimelech & Aram, 2020; Fikkers et al, 2019; Gremmen et al, 2016; Herodotou, 2018; Kosmas & Zaphiris, 2020; Smeets & Bus, 2012; Teepe et al, 2017; O'Toole & Kannass, 2018; Parish‐Morris et al, 2013; Ross et al, 2016; Schmitt et al, 2018; Schroeder & Kirkorian, 2016; Souto et al, 2020; Spinosa et al, 2020; Xu et al, 2021; Zimmermann et al, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…Fifteen studies related to motor development were identified (Table 3), of which nine studies were identified as Tier 1 (Axford et al, 2018; Bonneton‐Botté et al, 2020; Kiefer et al, 2015; Lin, 2019; Lin et al, 2017; Mayer et al, 2020; Picard et al, 2014; Spinosa et al, 2020; Trost & Brookes, 2021) and six studies were identified as Tier 2 (Barnett et al, 2012; Bedford et al, 2016; Clarke & Abbott, 2016; Moon et al, 2019; Souto et al, 2020; Zheng & Sun, 2021). Variations in sample and type of content used on the digital device were noted.…”

Section: Resultsmentioning

confidence: 99%

“…In Tier 1, data were available from two RCT (Spinosa et al, 2020; Trost & Brookes, 2021) and seven quasi‐experimental studies (Axford et al, 2018; Bonneton‐Botté et al, 2020; Kiefer et al, 2015; Lin, 2019; Lin et al, 2017; Mayer et al, 2020; Picard et al, 2014). Two studies evaluated specific digital applications and compared digital technology use to no intervention (Axford et al, 2018; Bonneton‐Botté et al, 2020), and six studies used a nontechnological intervention as the comparison/control group (Kiefer et al, 2015; Lin, 2019; Lin et al, 2017; Mayer et al, 2020; Picard et al, 2014; Spinosa et al, 2020). In six studies, there was a significant difference in motor development outcomes measured between the digital technology group and the comparator.…”

Section: Resultsmentioning

confidence: 99%

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Interactive technology use and child development: A systematic review

Arabiat

Jabery

Robinson

et al. 2022

Child

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Background There is mixed evidence regarding the impact of interactive digital devices on child development. Tentatively some studies suggested that the use of digital devices may correlate negatively with language, executive function, and motor skills. However, attempts to amalgamate this evidence has been limited related to the available number of experimental and cohort studies that have evaluated the impact of digital technology use on child development. We conducted this review to determine the impact of interactive digital devices on child development among children aged 7 years or younger. Interactive technology has been defined as methods, tools, or devices that users interact with in order to achieve specific tasks. Data source To carry out this systematic review, databases CINAHL, MEDLINE, Embase, PsychINFO, Scopus and Google Scholar were searched for relevant studies. Study selection We used the Joanna Briggs Institute methodology for systematic reviews. Data extraction Data extraction and synthesis was carried out by two reviewers and checked by a third reviewer. Studies were stratified into tiers depending on the level of evidence provided and the domain of development assessed. Results Fifty‐three studies were eligible for inclusion in the review, 39 Tier 1 (randomized controlled trials and quasi‐experimental studies) and 16 Tier 2 (descriptive studies). Children's use of interactive digital technology was positively associated with receptive language and executive function and negatively associated or unrelated to motor proficiency. Other critical aspects informing the evidence, such as dose of exposure, intensity, or duration, were inconsistently reported, making estimates of exposure tentative and imprecise. Conclusion The studies included in this review were predominantly correlational or comparative in nature and focuses on cognitive domains of learning rather than a specific developmental outcome. It is difficult to generalize our findings beyond the digital devices or applications that have been evaluated by earlier studies. The contextual factors that may moderate the relationship require elaboration in future studies.

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The Effect of Extended Reality Exercise on Physical Activity and Physical Performance in Children and Youth: A Scoping Review

Schaerz,

Boyes,

Mohamed

2023

Journal of Electronic Gaming and Esports

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Physical activity is vital for children’s and youth’s healthy growth and development. Despite the physical, psychological, and social benefits, many children and youth are not physically active enough. Extended reality exercise (XRE), which incorporates virtual, augmented, and mixed reality exercise-based gaming, has been touted as a possible tool for not only promoting physical activity but also developing physical performance. Accordingly, we conducted a five-stage scoping review to identify themes and gaps in the literature pertaining to the application of XRE in physical activity-related research. We identified a positive impact of XRE on physical activity and performance in children and youth, including those with and without impairments, with a predominant preference for nonimmersive virtual reality in the majority of studies. There is a paucity of studies that specifically investigate the effects of XRE on physical activity in impaired children and youth. Likewise, more research is needed to determine how XRE can be leveraged to develop physical performance in nonimpaired children and youth. There is also a need for more large-sample studies that incorporate fully immersive XRE.

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Comparing Live and Digital Augmented Reality Models for Demonstrating Two Motor Skills From the Test of Gross Motor Development—Second Edition: TGMD-2

Cited by 5 publications

References 13 publications

Virtual Reality as a Teaching Resource Which Reinforces Emotions in the Teaching Process

Virtual Reality as a Teaching Resource Which Reinforces Emotions in the Teaching Process

Interactive technology use and child development: A systematic review

The Effect of Extended Reality Exercise on Physical Activity and Physical Performance in Children and Youth: A Scoping Review

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