Experimental pedagogy: New technologies


  • Davide Di Palma University Parthenope of Naples, Italy
  • Roberta Rosa University Parthenope of Naples, Italy
  • Antonio Ascione University Parthenope of Naples, Italy




Technology, Exergames, Experimental pedagogy, School system, Motor and sports didactics


Technological innovations concern a new opportunity for experimental pedagogical development in any school and formative context. This statement is reflected in the didactic dimension of motor and sports sciences. The main objective of this contribution is to analyse the so called "exergames" as an innovative proposal to be included in the formative offer, in motor and sports fields, of the school system in order to guarantee a more effective didactic approach. In this regard, through a review of the scientific reference literature, the pedagogical benefits on students in terms of increased level of learning and motivation to study will be framed.


Download data is not yet available.


Baranowski, T., Buday, R., Thompson, D.I., & Baranowski, J. (2008). Playing for real: video games and stories for health-related behavior change. American Journal of Preventive Medicine, 34, 74–82. https://doi.org/10.1016/j.amepre.2007.09.027

Eurispes (2012). Indagine conoscitiva sulla condizione dell'infanzia e dell'adolescenza in Italia. Roma: Eurispes.

Fery, Y., & Ponserre, S. (2001). Enhancing the control of force in putting by video game training. Ergonomics, 44, 1025–1037. https://doi.org/10.1080/00140130110084773

Goldfield, G.S., Cameron, J.D., & Chaput, J.P. (2014). Is Exergaming a viable tool in the fight against childhood obesity?. Journal of Obesity. https://doi.org/10.1155/2014/304521

Goldfield, G.S., Kalakanis, L.E., Ernst, M.M., & Epstein, L.H. (2000). Open-loop feedback to increase physical activity in obese children. International Journal of Obesity, 24, 888–892. https://doi.org/10.1038/sj.ijo.0801248

Kiili, K. and Perttula, A., 2010. Exergaming: Exploring engagement principles. In the proceedings of the Serious games for sports and Health, Game Days 2010. Darmstadt, Germany. pp. 161-172.

Lenhart, A. (2008). Teens, video games, and civics. Washington, DC: Pew Internet & American Life Project.

Lu, A.S., Kharrazi, H., Gharghabi, F., & Thompson, D. (2013). A systematic review of health videogames on childhood obesity prevention and intervention. Games For Health Journal: Research, Development, and Clinical Applications, 2(3), 131– 141. https://doi.org/10.1089/g4h.2013.0025

Maivorsdotter, N., & Quennerstedt, M. (2018). Exploring gender habits: A practical epistemology analysis of exergaming in school. European Physical Education Review. https://doi.org/10.1177/1356336X18810023

Mears, D., & Hansen, L. (2009). Technology in Physical Education article #5 in a 6-part series: active gaming: definitions, options and implementation. Strategies, 23(2), 26–29. https://doi.org/10.1080/08924562.2009.10590864

Mueller, F., Agamanolis, S., & Picard, R. (2003). Exertion interfaces: sports over a distance for social bonding and fun. Proceedings of the SIGCHI conference on human factors in computing systems, 561–568. https://doi.org/10.1145/642611.642709

Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: a literature review. Computers & Education, 53, 603– 622. https://doi.org/10.1016/j.compedu.2009.04.001

Paw, M.J.C.A., Jacobs, W.M., Vaessen, E.P., Titze, S., & van Mechelen, W. (2008). The motivation of children to play an active video game. Journal of Science and Medicine in Sport, 11(2), 163–166. https://doi.org/10.1016/j.jsams.2007.06.001

Prensky, M. (2002). The motivation of gameplay, or, the REAL 21st century learning revolution. On the Horizon, 10(1), 1–14. https://doi.org/10.1108/10748120210431349

Rink, J.E. (2002). Teaching physical education for learning (4th ed.). New York, NY: McGraw-Hill.

Sall, A., & Grinter, R.E. (2007). Let's get physical! In, out and around the gaming circle of physical gaming at home. Computer Supported Cooperative Work, 16, 199– 229. https://doi.org/10.1007/s10606-007-9047-2

Sheff, D. (1994). Video games: a guide for savvy parents. New York, NY: Random House.

Staiano, A.E., & Calvert, S.L. (2011). Exergames for Physical Education courses: physical, social, and cognitive benefits. Child Developmental Perspective, 5(2), 93–98. https://doi.org/10.1111/j.1750-8606.2011.00162.x

Sun, H. (2012). Exergaming impact on physical activity and interest in elementary school children. Research Quarterly for Exercise and Sport, 83(2), 212–220. https://doi.org/10.1080/02701367.2012.10599852

Unnithan, V.B., Houser, W., & Fernhall, B. (2006). Evaluation of the energy cost of playing a dance simulation video game in overweight and non-overweight children and adolescents. International Journal of Sports Medicine, 27(10), 804– 809. https://doi.org/10.1055/s-2005-872964

Vaghetti, C. A. O., Monteiro-Junior, R. S., Finco, M. D., Reategui, E., & da Costa Botelho, S. S. (2018). Exergames experience in physical education: A review. Physical Culture and Sport. Studies and Research, 78(1), 23-32. https://doi.org/10.2478/pcssr-2018-0010

Vivanet, G. (2013). Le ICT nella scuola italiana. Sintesi dei dati in un quadro comparativo europeo. Form@re – Open Journal per la Formazione in Rete, 13(4), 47–56.

Yang, S., Smith, B., & Graham, G. (2008). Healthy video gaming: oxymoron or possibility?. Journal of Online Education, 4(4), 5.


Statistics RUA



How to Cite

Di Palma, D., Rosa, R., & Ascione, A. (2019). Experimental pedagogy: New technologies. Journal of Human Sport and Exercise, 14(2proc), S149-S158. https://doi.org/10.14198/jhse.2019.14.Proc2.01

Most read articles by the same author(s)

<< < 1 2 3 > >>