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  • Effects of Gesture-Based Fitness Games on Functional Fitness of the Elders

    07/2015

    This paper describes the evaluation of a Kinect/Motion-based game designed for the purpose of promoting physical activity among older adults. Using a convenience sample, this study followed participants in a four week exercise program which incorporated the fitness game. The effect of the system on overall functional fitness and user acceptance of the gesture-based technology were studied. Ten participants, aged 62-81, were recruited from a community activity center for the study. The Senior Functional Fitness Test developed by Ricki and Jones was used to measure overall functional fitness levels both prior to and after the intervention phase. Mann-Whitney U Test and Wilcox on Signed Ranks Test were used to analyze the results. Both tests showed that there is no significant difference in overall functional fitness between the control group and the study group. However, significant improvement was found in upper body flexibility, reaction time, and game performance. The overall results and feedback showed great potential of using gesture-based fitness system with game design.
    Author:
    Format:
    Conference Proceeding
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    Effects of an instructional gaming characteristic on learning effectiveness, efficiency, and engagement: using a storyline for teaching basic statistical skills

    05/2016
    The study explored instructional benefits of a storyline gaming characteristic (GC) on learning effectiveness, efficiency, and engagement with the use of an online instructional simulation for graduate students in an introductory statistics course. A storyline is a game-design element that connects scenes with the educational content. In order to examine the interactions between the storyline GC and human performance, a storyline was embedded in a simulation. The goal of the simulation was to engage students in problem-solving and data analysis in the context of basic statistics by using real-world examples. The authors developed two different versions of the simulation: (1) Simulation+No GC, and (2) Simulation+Storyline GC. Both versions shared the same instructional content but differed in the presence or absence of a storyline GC. The results indicated that adding a storyline to a simulation did not result in significant improvements in learning effectiveness, efficiency, or engagement. However, both instructional methods (simulation and simulation with a storyline) showed significant learning gains from pre- to post-test. The findings of this study offer future directions for embedding a storyline GC into learning content.
    Author:
    Format:
    Article