This document summarizes research on the impacts of exergames or active video games. It discusses physiological impacts such as increased energy expenditure and improvements in measures like blood pressure and body composition. It also discusses social and psychosocial benefits such as improved bonding and self-esteem. While exergames show potential for positive impacts, the document notes that longer term effects are unknown and more research is needed to understand long term behavioral changes. It also discusses implications for academic performance like improved grades and test scores when physical activity is increased. Overall, the research presented suggests exergames can provide health benefits but more work is still required to understand their full impacts and how to best design and implement exergames.

1. Research Report Out:
Exergaming in 2011
Barbara Chamberlin, PhD
Michelle Garza
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2. WHAT WE’RE PLAYING...
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14. Want it?
to receive this informal
paper, email request to:
bchamber@nmsu.edu
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15. Physiological Impacts
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16. Physiological Impacts
Increases energy expenditure from sedentary or
light to moderate levels
(Biddiss & Irwin, 2010; Graves, Stratton, Ridgers, & Cable, 2008)
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17. Physiological Impacts
Increases energy expenditure from sedentary or
light to moderate levels
(Biddiss & Irwin, 2010; Graves, Stratton, Ridgers, & Cable, 2008)
Games requiring upper and lower limb
movements, offer the opportunity to achieve
vigorous physical activity levels
(Siegel, Haddock, Dubois, & Wilkin, 2009; Warburton et al., 2007, Biddiss & Irwin, 2010; Trout & Christie, 2007)
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18. Physiological Impacts
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19. Physiological Impacts
Results include positive changes in:
•maximal oxygen consumption, vertical jump and systolic
blood pressure in college-age subjects,
(Warburton et al., 2007)
•heart rate, systolic and diastolic blood pressure, ventilation,
respiratory rate, oxygen consumption and energy
expenditure in young children
(Wang & Perry, 2006)
• a reduction of body fat and weight loss
(Trout, 2008)
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20. Physiological Impacts
Results include positive changes in:
•maximal oxygen consumption, vertical jump and systolic
blood pressure in college-age subjects,
(Warburton et al., 2007)
•heart rate, systolic and diastolic blood pressure, ventilation,
respiratory rate, oxygen consumption and energy
expenditure in young children
(Wang & Perry, 2006)
• a reduction of body fat and weight loss
(Trout, 2008)
•
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21. Physiological Impacts
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22. Physiological Impacts
Environment, use, and individual game
characteristics impact physiological impacts. For
example...
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23. Physiological Impacts
Environment, use, and individual game
characteristics impact physiological impacts. For
example...
• competition/collaboration (Staiano & Calvert, 2010, Song, Kim,Tenzek, & Lee, 2010)
www.gamesforhealth.org

24. Physiological Impacts
Environment, use, and individual game
characteristics impact physiological impacts. For
example...
• competition/collaboration (Staiano & Calvert, 2010, Song, Kim,Tenzek, & Lee, 2010)
• experience of players (Sell, Lillie, & Taylor, 2008)
www.gamesforhealth.org

25. Physiological Impacts
Environment, use, and individual game
characteristics impact physiological impacts. For
example...
• competition/collaboration (Staiano & Calvert, 2010, Song, Kim,Tenzek, & Lee, 2010)
• experience of players (Sell, Lillie, & Taylor, 2008)
• weight of gaming youth (Pate, 2008)
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26. Physiological Impacts
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27. Physiological Impacts
• Enjoyment of intervention (Wollersheim et al., 2010,Trout, 2008)
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28. Physiological Impacts
• Enjoyment of intervention (Wollersheim et al., 2010,Trout, 2008)
• Game exertion is not a deterrent
(Haddock, Siegel, & Wilkin, 2010; Shubert, 2010, Sit, Lam, & McKenzie, 2010)
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29. Physiological Impacts
• Enjoyment of intervention (Wollersheim et al., 2010,Trout, 2008)
• Game exertion is not a deterrent
(Haddock, Siegel, & Wilkin, 2010; Shubert, 2010, Sit, Lam, & McKenzie, 2010)
• Attendance and participation is increased (Warburton
et al., 2007)
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30. Physiological Impacts
• Enjoyment of intervention (Wollersheim et al., 2010,Trout, 2008)
• Game exertion is not a deterrent
(Haddock, Siegel, & Wilkin, 2010; Shubert, 2010, Sit, Lam, & McKenzie, 2010)
• Attendance and participation is increased (Warburton
et al., 2007)
• Perceived exertion is lower (Wittman, 2010)
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31. Social and Psychosocial
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32. Social and Psychosocial
• Positive impacts on bonding, group socialization, higher-
self esteem, mutual support and intergenerational
socializing, for older women (Wollersheim, 2010)
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33. Social and Psychosocial
• Positive impacts on bonding, group socialization, higher-
self esteem, mutual support and intergenerational
socializing, for older women (Wollersheim, 2010)
• Beneficial social interaction and motivation for girls and
seniors (Suhonen, 2008, Jaana, 2006)
www.gamesforhealth.org

34. Social and Psychosocial
• Positive impacts on bonding, group socialization, higher-
self esteem, mutual support and intergenerational
socializing, for older women (Wollersheim, 2010)
• Beneficial social interaction and motivation for girls and
seniors (Suhonen, 2008, Jaana, 2006)
• Physical interaction and social interaction are linked
(Mueller, 2010, Lindley et al., 2008)
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35. Long-Term Effects
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36. Long-Term Effects
•
Little is known about the long-term behavior changes related to
such use. (Biddiss & Irwin, 2010; Haddock et al., 2009; Mellecker & McManus, 2008)
www.gamesforhealth.org

37. Long-Term Effects
•
Little is known about the long-term behavior changes related to
such use. (Biddiss & Irwin, 2010; Haddock et al., 2009; Mellecker & McManus, 2008)
•
Need for more in-depth analysis to investigate the long-term
behavioral impacts of exergame use.
www.gamesforhealth.org

38. Long-Term Effects
•
Little is known about the long-term behavior changes related to
such use. (Biddiss & Irwin, 2010; Haddock et al., 2009; Mellecker & McManus, 2008)
•
Need for more in-depth analysis to investigate the long-term
behavioral impacts of exergame use.
(Biddiss & Irwin, 2010; Daley, 2009; Maloney et al., 2008; Martin et al., 2008; Ritterfeld et al.; Song, Kim, Tenzek, & Lee; Zwiauer, 2000)
www.gamesforhealth.org

39. Long-Term Effects
•
Little is known about the long-term behavior changes related to
such use. (Biddiss & Irwin, 2010; Haddock et al., 2009; Mellecker & McManus, 2008)
•
Need for more in-depth analysis to investigate the long-term
behavioral impacts of exergame use.
(Biddiss & Irwin, 2010; Daley, 2009; Maloney et al., 2008; Martin et al., 2008; Ritterfeld et al.; Song, Kim, Tenzek, & Lee; Zwiauer, 2000)
•
Promote exercise, improve user attitudes regarding physical
activity, and help establish healthier daily physical activity patterns
www.gamesforhealth.org

40. Long-Term Effects
•
Little is known about the long-term behavior changes related to
such use. (Biddiss & Irwin, 2010; Haddock et al., 2009; Mellecker & McManus, 2008)
•
Need for more in-depth analysis to investigate the long-term
behavioral impacts of exergame use.
(Biddiss & Irwin, 2010; Daley, 2009; Maloney et al., 2008; Martin et al., 2008; Ritterfeld et al.; Song, Kim, Tenzek, & Lee; Zwiauer, 2000)
•
Promote exercise, improve user attitudes regarding physical
activity, and help establish healthier daily physical activity patterns
(Lin, Mamykina, Lindtner, Delajoux, & Strub, 2006)
www.gamesforhealth.org

41. Long-Term Effects
•
Little is known about the long-term behavior changes related to
such use. (Biddiss & Irwin, 2010; Haddock et al., 2009; Mellecker & McManus, 2008)
•
Need for more in-depth analysis to investigate the long-term
behavioral impacts of exergame use.
(Biddiss & Irwin, 2010; Daley, 2009; Maloney et al., 2008; Martin et al., 2008; Ritterfeld et al.; Song, Kim, Tenzek, & Lee; Zwiauer, 2000)
•
Promote exercise, improve user attitudes regarding physical
activity, and help establish healthier daily physical activity patterns
(Lin, Mamykina, Lindtner, Delajoux, & Strub, 2006)
•
Parental and peer involvement improved youth participant’s
initial and sustained participation in exergame use
www.gamesforhealth.org

42. Long-Term Effects
•
Little is known about the long-term behavior changes related to
such use. (Biddiss & Irwin, 2010; Haddock et al., 2009; Mellecker & McManus, 2008)
•
Need for more in-depth analysis to investigate the long-term
behavioral impacts of exergame use.
(Biddiss & Irwin, 2010; Daley, 2009; Maloney et al., 2008; Martin et al., 2008; Ritterfeld et al.; Song, Kim, Tenzek, & Lee; Zwiauer, 2000)
•
Promote exercise, improve user attitudes regarding physical
activity, and help establish healthier daily physical activity patterns
(Lin, Mamykina, Lindtner, Delajoux, & Strub, 2006)
•
Parental and peer involvement improved youth participant’s
initial and sustained participation in exergame use
(Paez, et al., 2009)
www.gamesforhealth.org

43. Long-Term Effects
•
Little is known about the long-term behavior changes related to
such use. (Biddiss & Irwin, 2010; Haddock et al., 2009; Mellecker & McManus, 2008)
•
Need for more in-depth analysis to investigate the long-term
behavioral impacts of exergame use.
(Biddiss & Irwin, 2010; Daley, 2009; Maloney et al., 2008; Martin et al., 2008; Ritterfeld et al.; Song, Kim, Tenzek, & Lee; Zwiauer, 2000)
•
Promote exercise, improve user attitudes regarding physical
activity, and help establish healthier daily physical activity patterns
(Lin, Mamykina, Lindtner, Delajoux, & Strub, 2006)
•
Parental and peer involvement improved youth participant’s
initial and sustained participation in exergame use
(Paez, et al., 2009)
www.gamesforhealth.org

44. Academic Impacts
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45. Academic Impacts
• Positive implications on academic achievement, absenteeism,
negative classroom behaviors, physical activity levels and tardiness
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46. Academic Impacts
• Positive implications on academic achievement, absenteeism,
negative classroom behaviors, physical activity levels and tardiness
("The games in learning project," 2009; Hellmich, 2010; Shasek, 2009; Young, Marshak, Freier, & Medina, 2007)
www.gamesforhealth.org

47. Academic Impacts
• Positive implications on academic achievement, absenteeism,
negative classroom behaviors, physical activity levels and tardiness
("The games in learning project," 2009; Hellmich, 2010; Shasek, 2009; Young, Marshak, Freier, & Medina, 2007)
• Promoting physical fitness and increasing time in physical
education can lead to improved grades and standardized test
scores
www.gamesforhealth.org

48. Academic Impacts
• Positive implications on academic achievement, absenteeism,
negative classroom behaviors, physical activity levels and tardiness
("The games in learning project," 2009; Hellmich, 2010; Shasek, 2009; Young, Marshak, Freier, & Medina, 2007)
• Promoting physical fitness and increasing time in physical
education can lead to improved grades and standardized test
scores
(Castelli, Hillman, Buck, & Erwin, 2007; Chomitz et al., 2009; Active Living Research, 2009),
www.gamesforhealth.org

49. Academic Impacts
• Positive implications on academic achievement, absenteeism,
negative classroom behaviors, physical activity levels and tardiness
("The games in learning project," 2009; Hellmich, 2010; Shasek, 2009; Young, Marshak, Freier, & Medina, 2007)
• Promoting physical fitness and increasing time in physical
education can lead to improved grades and standardized test
scores
(Castelli, Hillman, Buck, & Erwin, 2007; Chomitz et al., 2009; Active Living Research, 2009),
• Classroom-based physical activities have positive associations on
academic behaviors, academic achievement (Centers for Disease Control and
Prevention, 2010), energy expenditure (Stewart, Dennison, Kohl, & Doyle, 2004) and on-task
behavior (Mahar et al., 2006)
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50. www.gamesforhealth.org

51. We know games can help users
get physical activity...
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52. how?
why?
We know games can help users
get physical activity...
with what kind of help?
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53. Need
• Data-driven and original research
• Impacts of social factors
• Intervention design factors
• Implementation guidelines
• Game design recommendations
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www.gamesforhealth.org

59. Questions & Discussion
Barbara Chamberlin, PhD
bchamber@nmsu.edu
Michelle Garza
migarza@nmsu.edu
This project was supported by National Research Initiative Grant #2008-55215-18837
from the USDA National Institute of Food and Agriculture.
www.gamesforhealth.org