Experiences of 5th Grade Students Participating in Active Gaming-Assisted Physical Education Lessons

Abstract

The aim of present study is to explore the experiences of 5 th grade students, who participated in physical education courses structured based on the active gaming program. The qualitative case study model was employed in this study. Twelve 5 th grade students attending the physical education lessons were involved in present study. The physical education lessons were taught by using "SMART Trainer" system having 3 wall units for 12 weeks. The data were collected using semi-structured focus group discussions, observation notes, rubric, and video records. The content analysis method was used in analyzing the data. The findings were gathered under two categories, two main themes, and four sub-themes. In first category, the previous experiences of students regarding the physical education lessons are to play same games, to watch movies or to take other lessons when they were in the classroom, and to play traditional games or to be left free when they were outside. The fun, the skill-difficulty level, the decrease in awareness of time, the visual-auditory stimulants and the teacher support, which are reflected to the physical education lessons under the motivation theme, are among the important experiences playing role in motivation of students. In physical competence and confidence dimension, the fundamental movement skills assessments made by practitioners as their main function indicate that the majority of students are at adequate levels, whereas it was determined that the self-confidence from the physical aspect developed in parallel with the development of fundamental movement abilities that teachers perceive from their students.

The Effect of Target and Netting Games on Overhead Pass Volleyball Accuracy

“…Both of these methods use training methods with games equipped with variations of obstacles and movements so that it is expected to be able to develop the athlete's skill experience by delivering varied and fun training methods. The experience will flow to the individual if he fully enjoys and participates in the given movement tasks [13].…”

Digital Game-based Pedagogical Activities in Primary Education: A Review of Ten Years’ Studies

“…Integrating teachers' pedagogical activities into digital game-based learning can effectively improve students learning experience and enhance their learning outcomes (Bragg, 2012;Lotherington & Ronda, 2009;Siew, 2018). When learning with digital games, students like to play, experiment, and learn (Asad et al, 2016;Yüksel & Tuncel, 2017;Pareto et al, 2012;Beserra et al, 2014). At the same time, a teacher's pedagogical activities can motivate students to become interested in the target subject.…”

“…Researchers have claimed that teachers' pedagogical activities can encourage students to become active learners, solve problems, and develop knowledge and skills (Lotherington & Ronda, 2009;Siew, 2018;Warren et al, 2009;O'Rourke et al, 2017;Barab et al, 2010;Beserra et al, 2014). Active learning has been shown to increase students' knowledge acquisition, motivation, and engagement in primary education (Yüksel & Tuncel, 2017;Beserra et al, 2014;Yeh & Lan, 2018;Fokides & Chachlaki, 2019;Baytak & Land, 2011).…”

“…Hwang and Wu (2012) reviewed the trends in digital game-based learning research between 2001 and 2010, and reported an increase in research papers on implementing digital game-based learning for young students (i.e., primary school students). Recent analyses of the effectiveness of digital game-based learning in primary education have indicated that digital game-based learning has many potential benefits for both learning and teaching in the following subjects: mathematics (Kyriakides, Meletiou-Mavrotheris, & Prodromou, 2016;Bragg, 2012;O'Rourke, Main, & Hill, 2017), second language learning (Lucht & Heidig, 2013;Vélez-Agosto & Rivas-Vélez, 2018), science (Fokides & Chachlaki, 2019;Pareto, Haake, Lindström, Sjödén, & Gulz, 2012), physical education (Hansen & Sanders, 2010;Yüksel & Tuncel, 2017), geography (Lotherington & Ronda, 2009), writing (Warren et al, 2009), and programming (Asad, Tibi, & Raiyn, 2016).…”

Analysis of student motivation towards body expression through the use of formative and share assessment (Análisis de la motivación del alumnado hacia la expresión corporal a través del uso de la evaluación formativa y compartida)

“…Regardless of the teaching approach that PE teachers use in his or her classes, student involvement towards what they are taught is the most significant variable (Hortigüela-Alcalá & Pérez-Pueyo, 2016). Educating the body includes attending to a large number of variables that are attached to each student previous experiences (Yüksel & Tuncel, 2017). Consequently, in order to achieve motivation there is a series of aspects that must be taken into account, such as the enjoyment of activities, the promotion of competitiveness, the autonomy to carry out tasks, and the establishment of a positive environment (Holt, Smedegaard, Skaw-Pawlowski, Skovgaard & Christiansen, 2019).…”