Source: Journal of Technology and Teacher Education, Volume 19, Issue 3, October 2011, 243-260.
The authors investigated pre-service teachers’ experience, motivation, passion, effort, and perspectives in playing exergames in the classroom.
The authors used the self-determination theory as the main theoretical framework.
One hundred forty pre-service teachers participated in the study.
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.