Exploring the potential of computer and video games for health and physical education: A literature review

By Marina Papastergiou. Comput. Educ., 2009

585 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation

View Paper: https://www.semanticscholar.org/paper/b8b07ca88fe4890871acf812844e9f2817e1d871

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In Developmental and Educational Psychology

In Physical Therapy, Sports Therapy and Rehabilitation

Citations in the corpus

Serious games for health (2013, background): “Papastergiou [85] reviewed thirtyfour articles on the use of computer and video games in health education and physical education and presented a synthesis of the available empirical evidence on the educational effectiveness of them.”
Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review (2014, background): “area (e.g. Arbaugh et al. 2009; Papastergiou 2009).”
Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness (2013, background): “Their popularity can chiefly be explained by the huge amount of leisure time that children and adolescents spend playing video games (Papastergiou, 2009a).”
Gamification and Serious Games for Personalized Health (2012, methodology): “Games have been used in many areas of healthcare [3], from exergaming, such as the Wii FitTM, through to the use of simulators to train administrators, such as Virtual-U.”
The effects of modern mathematics computer games on mathematics achievement and class motivation (2010, background): “…interest in the use of instructional games (defined here as computer games designed for training or educational purposes) in various sectors, such as but not limited to health (e.g., Papastergiou, 2009b), education (e.g., Coller & Scott, 2009; Ke & Grabowski, 2007) and military (Smith, 2010).”
The effect of simulation games on the learning of computational problem solving (2011, background): “In a more recent literature review by Papastergiou (2009b), she found that there is still limited empirical evidence regarding the effectiveness of games in the domain of health education and physical education.”
Taking it to the classroom: Number board games as a small group learning activity (2012, background): “Game-based learning can be enjoyable, motivating, and interesting for students, while also providing immediate feedback and information about numbers from playing the game and from the other players (Papastergiou, 2009).”
mHealth for mental health: Integrating smartphone technology in behavioral healthcare. (2011, background): “Increased attention is being given to the potential to leverage video game technologies to promote health-related behaviors (Papastergiou, 2009) and this capability could also be extended to smartphone behavioral health apps.”
Effects of Physical Activity on Children’s Executive Function: Contributions of Experimental Research on Aerobic Exercise (2010, background): “Exergames are relatively inexpensive, are widely available, require a small amount of space, can be played alone or with others, adjust to one’s skill level, and are perceived as enjoyable by children (Papastergiou, 2009).”
Effects of video-game play on information processing: A meta-analytic investigation (2013, background): “…to sharpen a variety of cognitive skills in ways that may be beneficial for education, rehabilitation, or professional development, in fields as diverse as surgery and flight instruction (Durlach, Kring, & Bowens, 2009; Greenfield, 2009; Newcombe, 2010; Papastergiou, 2009; Rosser et al., 2007).”
A Meta-Analysis of Serious Digital Games for Healthy Lifestyle Promotion (2014, background): “…for these differences are as yet unclear (Baranowski et al., 2008; DeShazo et al., 2010; Gamberini et al., 2008; Guse et al., 2012; Guy et al., 2011; Kato, 2010; Kharrazi et al., 2012; Lu et al., 2012; Papastergiou, 2009; Primack et al., 2012; Rahmani and Boren, 2012; Wilkinson et al., 2008).”
The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction (2020, background): “Different ﬁndings are still present regarding many aspects such as the effectiveness (Papastergiou, 2009b) and writing performance and engagement in educational game-assisted learning (Dominguez et al., 2013).”