Playing exergames in the classroom: Pre-service teachers’ motivation, passion, effort, and perspectives

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Lin, L. & Zhang, T. (2011). Playing exergames in the classroom: Pre-service teachers’ motivation, passion, effort, and perspectives. Journal of Technology and Teacher Education, 19(3), 243-260. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/36150.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 19, Issue 3, October 2011
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

Lin Lin, Tao Zhang, University of North Texas, USA

Abstract

This study investigated pre-service teachers’ experience, motivation, passion, effort, and perspectives in playing exergames in the classroom using the self-determination theory as the main theoretical framework. One hundred forty pre-service teachers participated in the study. A mixed method was used. 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. Details are discussed in the paper.

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