Introduction

The examination of the importance of using technology in physical education class has a more significant impact among learners. The student’s responses on the importance of the use of technology are fantastic as most of them feel that the inclusion of approach in the learning is the best moment ever(Ulstad, Halvari,Sørebø&Deci, 2016). Others argue that the introduction of technology in physical education class plays a vital role in motivating them towards thesubject as well as bringing fun to them at a different level of learning. However, a little fraction of the learners revealed that the introduction of technology in the physical education class hurts their eyes due to constant glare at the screen.

Therefore, according to Burges, Adams, Azevedo&Haighton(2016), it can be concluded that so long as the technology is sound and students finds the inclusion of technology in their education interesting, the whole system can be appreciated and validated (Burges, Adams, Azevedo&Haighton, 2016). The increased adoption and technological advancement of the digital technologies have triggered significant transformations in the educational settings, societal as well as the organizational setup. Today, it has become hard to identify the growing power and the spreading capabilities of such forces within the digital technology in different stages of life.

Similarly, the increased technological intervention and digital advancement have grabbed the attention of many educationists. Analysts also contend that current teaching practices and learning processes need to be re-examined to ensure effective technology integration among the learners. According to studies, evaluation of technical integration has more significant benefits to the higher education teachers as well as learners(Ulstad, Halvari, Sørebø&Deci, 2016). Some researchers contend that recognition of the effectiveness of advanced technological tools in physical education settings is increasingly spreading to different learning institutions. The focus of the paper is to discuss the use of exergaming technology in physical education classes and its impacts on the learners. The study captures the determination made by teachers who use virtual gaming in physical education classes create changes learners’ motivation levels as well as participation in physical education fitness.

Findings and Theoretical Foundations

Exergaming Findings in Physical Education Class

The critical analysis of the gathered information for this study presents a systematic result in a manner that necessary education policies are easy to understand and exercise in physical education for basic education systems. For example, it shows that the use of technology in learning eases teacher-learner interaction in a classroom setting. Useful primary data were gathered from the 49 students and teachers who were involved in the study. However, the 49 students who participated in this activity allowed 46 students to fill out the extensive questionnaires. As a result, the research instrument did a recommendable job in collecting the data from the target participants to investigate the significance of the education technology.

Findings from the Perspectives of the Students

Technology and Exercise

The result was retrieved from the responses that were made by the students. Upon being asked the usefulness in exercising technological advancement in the physical education class. According to Martín-Gutiérrez et al.(2017),an exercise in digital technology was introduced to make studentsexploit their capabilities in the new educational system (Martín-Gutiérrez et al., 2017). According to the responses made by the students, the majority indicated that technology makes students exercise the academic prowess while others suggested that the use of technology in the education setup makes them feel better and stronger.

According to Reynolds et al. (2018), the use of technology among students also makes learning real throughout the session of physical education class (Reynolds et al., 2018). However, thepeculiarity of the responses made by the learners indicates that the tabulation realized in thereactions caused by students towards their gender should be used to rectify their ethnic perspective on digital learning. As a result, the result was subjected to the Pearson Chi-Square test method for independent data analysis.

Similarly, the chi-square test was made on the independent variables to examine the association between the gender of students as well as their responsesconcerning the technology and exercise. As a result, no significant association was attested between the gender of the students and their answers concerning the technology and the training that makes them cohesive. According to Gao et al.(2016), a similar test was performed to maximally examine any further association that could exist between the ethnicity of the students and their responses about exercise and technology(Gao et al., 2016).

Overall, no significant association was deduced between the ethnicity of the student and their response concerning the technological exercises. Among the teachers, the use of technology in learning has shaped their level of fitness due to regular classroom practice.

Findings Using Technology for Fitness Level

The results from the responses of the students on the use of technology indicate that fitness levels of most students depend on the use of technology in the physical education class. Many students reiterated that viewing videos as well as dancing makes the students get fully involved in the different exercise processes (Martin et al., 2016). Although the responses to this category require different approaches, the apparent meaning can only be connoted from a mild observation made by asking different questions which are related to the use of technology to enhance physical fitness. The rational reveals that video games make learner active throughout the learning process.

Learning to Use Technology at Home or in Class

The finding reveals that learning technology in class or at home by students has mild usefulness in the physical education class as well as the exercise. Similarly, most students indicated that learning technology in class has a significant impact on their learning process. A handful of students responded that learning the technique at home is equally important in improving their learning system and processes.

Theoretical Foundation

The diffusion of technology in physical education classrooms will assist the teachers and learners tounderstand significant factors that could motivate most learners to take part in active physical activities. Notably, successful integration of this technology into the learning system relies on the ability of physical education teachers to understand the relationship that exists between content, pedagogy, and technology (Silverstone, 2017). Generally, the educationists should stop treating technology as a unique entity from education systems. This is because the in-depth understanding of the complete assimilation practices that exist in the pedagogical technique relates to content and pedagogy. The two are also required to maximize the learning and teaching effectiveness within the physical education context.

Among other technological devices, video gaming has been noted to have an increasing interest by researchers. As a result, extensive research has been carried out to assess and reduce the impact of this video gaming technology on learningdifferent languages. However, the discussion was limited in others learning areas, especially in the physical education. The use of statistics in the recent video gaming confirms the heightened interest that people have developed towards gaming technology.

Similarly, in 2011 it was recorded that the average number of hours people spent playing video games were ranging between 5.1 and 5.5 in 2012 while in 2013 it was 6.5 hours per day. This trend continued to grow in the next years as people find the interaction with the new technology interesting (Watsonet al., 2016). Although thistechnological integration offers a wide range of benefits, the users such as those enhanced to access different information resources may increase the usage amidst various challenges.

Moreover, studies have also discussed that the linkage between child obesity and video gaming usage are unanimous. In estimation, children between the ages of 2 and 19 suffer risks of obesity in more significant numbers as compared to the diet play and heredity factors.  Generally, the result indicates that children who suffer from obesity are connected to the number of hours they take in front of the video games.

Implications and Connections of the Study to the Field

Theoretical Implications

Recently, most students have become identified to avoiding outdoor playing because of the increased standards of video games. As a result, some have remained inactive in most parts of their academic life. According to Martín-Gutiérrez et al., 2017, video games not only affect the health status of middle-class students but also influence their cognitive and interpersonal abilities (Martín-Gutiérrez et al., 2017). Additionally, technological proponents contend that video gaming and digital technology are significant factors that can be used to motivate students to engage themselves in physical activities.

The review of the on-going debate about digital technology reveals that the technological integration in the classroom setting has several twists and turns with the educational issues such as funding for dispensing training and proper equipment to most low-socio-economic systems in schools. But the inclusion of order in the education set up reveals that regardless of the economic disparities among different districts, there is internet access that allows the whole world to access the information and connect with other parts of the world.

As a result, the implication has given some subjects dominance over others. For example, engineering, science, technology, and math have been on the most significant access needs as compared other subjects. This is because the named subjects have enough resources to help them sort their issues and problems amicably.

Studies have also highlighted many benefits which are offered by advanced technology to learners and modern teachers. The technological integration in the classroom settings has enhanced the overall learning effectiveness among learners especially is there is a real correlation between learners and teachers on a straightforward application of technology in the learning process (Silverstone, 2017). However, in the physical education context, the physical educationist has adversely benefited from the use of the technological devices in various activities such as a pedometer, calipers, monitors as well as the tracking software. The tracking software has improved the analysis of performances of the students in multiple stages.

Moreover,  recent trends suggest that educationist in the physical education is considering the use of video games in physical activities among the students as opposed to the strenuous activities in the classroom participation(Laidlaw & Wong, 2016). The connection portrays that learning is much more comfortable and efficient using video games as opposed to subjecting learners to the theoretical foundation.

Practical Implications in Physical Education

Physical Education Teacher and Technology

The responses of most students concerning physical education indicate thatteachers usethe new technology in the learning process to show different websites and apps. However, on some occasion, most teachers do not meet the classroom explanation threshold regarding the new technique making the whole system passive with little advantages.

Overall, there is no need for the teacher to make explanations because they already have the needed knowledge about the technology. The only important thing for them to do is to engage learners in the physical activities which are related to the technology.

Technology for Sense of Involvement and Exercise

This implication reveals that the use of technology in real learning improves their sense of involvement. From their responses, it can be deduced that the use of technology heightens the learner’s participation in education participation in a more cohesive manner (Laidlaw & Wong, 2016). The interaction is pleasant although some students have negative attitudes towards the technology because of their slow pace in learning, thus limiting their sense of active involvement. The notion is technology improves the taste of the participation among learners as well as their teachers.

Limitations of the Study

Thestudy failed tosupport the flow of the educational theories that were proposed by senior proponents. Similarly, useful comments concerning the relevance of video games also were unable to intertwine in the physical education context(Ulstad et al., 2016). Although the explanation from game flow theory shows how people can attain a significant flow of technology to enhance their performance, indulges into the video games causes several health complications which threaten the lives of the learner.

Strengths of the Study

The previous study conducted about the research question reveals the adoption of exergaming in the physical education act as a motivational tool among teachers and learners. The flow theory adopted in the study intrinsically motivates the students in physical education(Silverstone, 2017). It also increases their participation level in the material. Similarly, the study employs several previous studies to developgeneral credibility in the research question while minimizing the weakness that might be realized during the case study.

Additionally, the study uses the theoretical framework to back up clear evidence based on the gathered data. The qualitative and quantitative data collection exhibits unified correlations to the study question making the whole process unified (Kretschmann, 2015). Overall, the connection and physical implication of the exergaming approach in physical education class shows an extensive system that supports both learners and teachers.

Weaknesses of the Study

The main weakness of the study is the lack of technological alternatives. The overreliance on digital technology to shape the academic life of learners is addictive. The study also depicts irrational attributes that threaten the health of learners due to lack of exercise (Erfle & Gamble, 2015). Similarly, the study fails to provide a careful consideration in the theoretical notion before the exergaming is introduced into the practical world.

Due to several dynamics in the real world, a well the complex environmental factors, numerous complications were extracted from the study insights making the flow theory complicated in the educational context.

Credibility and Generalizability of the Study

The study assumes that the inclusion of digital technology in the physical education has significant advantages as opposed to some limitations that the new approach has on both the learners and the teachers(Block et al., 2016). Digital technology not only denies most learners opportunity self-interaction but is also health hazardous. It heightens the levels of obesity among the learner due to lack of exercise. Similarly, most learners are rendered inactive because of the several hours they take watching video games in the physical education class.

Additionally, the study assumes that the advancements in technology, as well as increased adoption in the digital technologies, have created significant transformations in the educational, societal and organizational settings. The assumption is too general because other factor surrounding the physical education reveals that the increased technological application has many disadvantages which threaten the coherency among the educationists.

Conclusion

The use of technology in physical education among students makes learning real and fun throughout the class session. However, peculiar examination of the responses which is generated by the gender ethnicity indicates the tabulation between the reactions of the learners and their gender should be obtained to harmonize their ethnic perspective. Similarly, the underlying research aims at sensitizing new models and frameworks to assess the effectiveness of the selected gaming technology and its impacts in the physical education context. The flow model identifies specific factors that not only correct the limitations that are related to the study but to formulate different propositions that will need mild tests through empirical research.

The first proposition shows that exergaming is intrinsically useful in motivating the inactive students to take an active part in physical activities such as dancing and verbal reiterations. These students find an opportunity to involve themselves with others in educational activities thus improving their self-esteem. The more they interact with others, the more their sense of involvement in physical activities is enhanced (Kretschmann, 2015). As a result, most students end up being all-around future educationists. Additionally, the means of flow in dimensions should be analyzed across other aspects such as concentration, playability, sense of control, feedback, clear goals, and loss of self-consciousness, challenge-skill balance, rewarding experience, and time distortion. These aspects define a concrete exergame that motivates learners in taking part in the physical activities in the physical education class.

Secondly, exergaming enables learners to attain an active flow in educational activities. The flow enhances their performances in physical education activities. The characteristics of learners and the unique cultures which are exhibited in most educational institutional moderate the impact of exergaming on the physical education students in intrinsic motivation education students. Notably, the implementation and designs of exergaming restore creativity and experience among learners through careful planning.

Moreover, the integration of exergaming in the context of physical education requires a proper equilibrium between freedom and structure (Block et al., 2016). However, the inability to attain the maximum equilibrium position has negative influences on the learning effectiveness. As a result, teachers need to be rational in dispensing technology to learners.

Recommendation

From the teachers’ perspectives, the use of virtual gaming in the physical education classes should aim at creating changes in the students’ motivation levels. It should determine the most appropriate technologies that will help students to move to greater efforts in their participation in physical education fitness. Similarly, the virtual gaming should create a willingness on the student’s part as a way of making them participate in the improvement of their fitness level and health conditions in a stable gaming platform. Overall, in future, the study should include all the disparities that may threaten the workability of the data collection by analyzing all the theories which are related to the research question to expand physical education.

 

 

References

Block, M. E., Kwon, E., & Healy, S. (2016). Preparing future physical educators for inclusion: Changing the physical education teacher training program. Revista da Sobama, Marília (Journal of the Brazilian Association of Adapted Physical Activity), 17(1), 9-12.

Burges, D. W., Adams, J., Azevedo, L. B., &Haighton, C. (2016). Promoting physical activity with a school-based dance mat exergaming intervention: qualitative findings from a natural experiment. BMC public health, 16, 609-609.

Erfle, S. E., & Gamble, A. (2015).Effects of daily physical education on physical fitness and weight status in middle school adolescents. Journal of School Health, 85(1), 27-35.

Gao, Z., Chen, S., &Stodden, D. F. (2015). A comparison of children’s physical activity levels in physical education, recess, and exergaming. Journal of Physical Activity and Health, 12(3), 349-354.Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: ready for take-off?. Technology, Pedagogy, and Education, 26(2), 157-177.

Kretschmann, R. (2015). Effect of Physical Education Teachers’ Computer Literacy on Technology Use in Physical Education.The Physical Educator.

Laidlaw, L., & Wong, S. S. H. (2016). Literacy and Complexity: On Using Technology within Emergent Learning Structures with Young Learners. Complicity: An International Journal of Complexity and Education, 13(1), 30-42.

Martín-Gutiérrez, J., Mora, C. E., Añorbe-Díaz, B., & González-Marrero, A. (2017).Virtual technologies trends in education. EURASIA Journal of Mathematics Science and Technology Education, 13(2), 469-486.

Reynolds, C., Benham-Deal, T., Jenkins, J. M., & Wilson, M. (2018).Exergaming: Comparison of On-Game and Off-Game Physical Activity in Elementary Physical Education. Physical Educator, 75(1), 64-76.

Silverstone, R. (Ed.). (2017). Media, technology and everyday life in Europe: From information to communication. Routledge.

Ulstad, S. O., Halvari, H., Sørebø, Ø.,& Deci, E. L. (2016). Motivation, learning strategies, and performance in physical education at secondary school. Advances in Physical Education, 6(01), 27.

Watson, D. B., Adams, J., Azevedo, L. B., &Haighton, C. (2016). Promoting physical activity with a school-based dance mat exergaming intervention: qualitative findings from a natural experiment. BMC Public Health, 16(1), 609.

 

Do you need high quality Custom Essay Writing Services?