Background/Purpose The researcher investigated enjoyment and attraction to physical activity while utilizing exergaming in physical education.
Method Third to fifth graders (N = 1040) who participated in exergaming classes and traditional physical education (TPE) classes were included. The Physical Activity Enjoyment Scale Short Form (S-PACES; Dishman, Motl, Sallis, et al., 2005) and Children's Attraction to Physical Activity (CAPA; Brustad, 1993) were used to assess enjoyment and attraction to physical activities.
Analysis/Results A 2x3x2 factorial ANOVA and MANOVA were used to analyze the enjoyment and attraction scores across technology, grade, and gender groups. The researcher found students in exergaming classes reported significantly (p < .05) lower levels of enjoyment than students in TPE classes. Third graders reported a significantly (p < .05) higher level of enjoyment than fifth graders. Boys reported a significantly (p < .05) higher level of enjoyment compared to girls. Mean vectors for level of attraction for grade and technology groups were significantly different (˄ = .98, p < .01); 1.1% of the variability in the five subscales was explained by technology x grade interaction.
Conclusions The enjoyment of students might decrease while being physically challenged to engage in exergaming in physical education classes. Schools without sufficient exergaming units also restricted the number of students actively engaged in quality practice during PE lesson. With increased wait time and watching others play, students may experience less enjoyment. Future studies are needed to examine the effect of physical exertion on enjoyment and the equipment condition of exergaming classes on enjoyment.