Abstract
Abstract
Objective:
The present study (1) explored the attractive features that affect Chinese primary school children's preferences of active videogames (AVGs) and (2) contrasted these findings with those in the Western literature.
Participants and Methods:
A total of 22 Chinese primary school children were recruited and interviewed. Four AVGs (Wii “Boxing,” “Wii Fit™ Plus Obstacle Run”; “EyeToy Knockout”, “EyeToy Keep ups”) from two commercial consoles (Nintendo® Wii™ and Sony PlayStation® 2 “EyeToy®”) were employed. Participants used four selected AVGs for 3 minutes each. After each play period, children (1) described the strengths and weaknesses of each game as well as rated the attractive features of each game based on a 16-item questionnaire and (2) rated up to 5 items that were most influential regarding their AVG preferences.
Results:
Participants indicated that control was the most significant feature, followed by feedback, goal, and graphics. The top five rated features imply that the perception of competence was the most appealing aspect and expected outcome of Chinese children who play AVGs.
Conclusions:
Compared with the Western findings regarding attractive AVG features, the present study found certain similarities as well as significant differences among Chinese AVG players. Based on the present study, control, feedback, goal, and graphics are the most significant features that attract Chinese children to play AVGs. Physical exertion, social interaction, competition, and learning outcomes, which are valued according to Western studies, were not mentioned as significant features by Chinese children. These findings demonstrate a need to investigate the effect of cultural background in AVG study design.
Background
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Previous studies have suggested that AVGs increase EE and PA time/intensity as well as displace sedentary activity time such as TV viewing, Internet use, and nonactive gaming during play. AVGs differ from real sports. The benefits or functions of AVG playing are to (1) displace sedentary time in children's daily lives, (2) increase mild-to-moderate intensity PA and EE in children, and (3) connect real-world sports to people who are extremely physically inactive by playing virtual sport games and familiarizing these people with sport skills and knowledge of a particular sport. This claim is partially supported by Barnett et al.'s study 13 that AVGs can act as a motivator to try new games or certain movement skills such as hand–eye coordination, reaction time, learning rules, and scoring, and this effect could be more obvious in special children with low sport competence or motor disability. Consequently, users might have a better sense of the game and a higher perception of competency in playing that particular sport after they play AVGs.6,14–17 However, sustainability and behavioral maintenance are the core issues to investigate because most AVG interventions have not produced sustainable effects in the follow-up period; furthermore, the dropout rate increases, and the play time after the AVG intervention period decreases. 18 One way to explore how PA behavioral change can be maintained is to investigate what kind of AVG features are most attractive and enjoyable to the children to enhance their enjoyment during videogame play as well as their subsequent behavioral maintenance.19,20 Consequently, before applying AVGs to a children's PA behavioral intervention, it is important to understand and identify what types of features attract children to play and keep playing AVGs.
Most of the previous studies in this area of research have focused on the attractive features of videogames, but not on AVGs. Table 1 summarizes these previous studies and their findings regarding attractive videogame features. Quick and Atkinson 19 identified six major features of successful videogame design (challenge, companionship, competition, exploration, fantasy, and fidelity) and found similarities with previous studies; however, whether these results also apply to AVGs remains unknown. Recently, many studies were conducted to investigate the attractive features of AVGs (Table 2). Quick and Atkinson 19 only investigated the Western population and their participants were primarily university undergraduates; it would be meaningful to investigate attractive game design features among Chinese primary school children because younger children show greater motivation in AVG and PA studies. 14 Moreover, it would be valuable to explore whether a cultural difference exists. The current study aims to contribute to the literature regarding the generalizability of attractive features so that game designer can produce new AVGs for different populations and cultures. Therefore, the present study (1) sought to explore the attractive features that might affect Chinese primary school children's preferences toward AVGs and (2) contrasted these findings with those in the Western literature concerning attractive AVG features.
Significance of the study
The study of serious games has been given attention, especially concerning educational effects on individuals. These findings have promising implications for researchers who explore and identify possible future innovative education forms through games for children. For these games to achieve their educational objectives, attractive game features must be investigated.
Many AVGs are available on the market and they vary greatly in terms of their content, controller format, and design. Standard guidelines regarding the selection of appropriate AVGs for PA interventions are not available for researchers. The current videogame (but not AVG) literature has primarily focused on adults' perceptions of enjoyment and their related characteristics. Investigations of younger children's (i.e., 9- to 12-year-olds) perceptions and enjoyment are rare. Because primary school age children demonstrate greater interest in playing AVGs in the literature, it might be meaningful to identify the attractive features of AVGs so that effective and efficient interventions can be implemented for these children. Consequently, physically active lifestyle could be developed and maintained in later life. The current study might also demonstrate whether cultural differences exist between Western and Chinese participants with regard to preferences of and experience with AVGs. Consequently, the present findings might provide valuable information for the further development of AVG design for younger children, evaluation guidelines, cultural implications, and ultimately lead to desirable intervention benefits.
Participants and Methods
Two commercial AVG consoles were employed in the present study: the Nintendo® Wii™ (Nintendo of America, Inc., 2009) and Sony PlayStation® 2 “EyeToy®” (Sony Computer Entertainment Europe, 2005). The Wii system uses a wireless hand-held controller as the input into a virtual environment. The controller has a sensor inside that detects the user's motion and maps the motions onto the virtual environment. Users hold the controller in the way the hand would hold and manipulate an object in the real world (i.e., holding and swinging a tennis racket). One of its special features is that the controller provides a player with a physical sensation that mimics the contact of two objects in the real environment (i.e., a tennis ball contact with a racquet). 45 A Wii Balance Board was used for the strength and balance games.
The Sony PlayStation 2 “EyeToy” is a small motion-sensitive USB camera that connects to the PlayStation 2 hardware and is placed on top of a TV. When the user stands in front of the TV, the motion-sensitive “EyeToy” USB camera captures and displays the user's image on the screen. The user then interacts with the displayed images; for instance, they might use any part of their body to move and manipulate virtual objects (Sony Computer Entertainment Europe, 2005).
Selected games
Two AVGs from each console were examined in the present study: Wii “Boxing” and “Wii Fit Plus Obstacle Run”; and “EyeToy Knockout” and “EyeToy Keep ups”. The selection criteria were that the children (1) required gross motor movement (both upper and lower body movements), (2) demonstrated significantly more EE compared with sedentary entertainment (i.e., watching TV and playing sedentary videogames),10,46 and (3) showed a high level of social recognition. 47
Wii “Boxing” uses the gesture recognition system available on the Nintendo Wii. Players compete in virtual boxing venues and experience simulated boxing, including moving around the ring, ducking and dodging blows, and throwing counterpunches with both hands, all while standing on the Wii Balance Board. This AVG also provides training tips. An intuitive, multiplayer split-screen mode is provided, and the players participate in a gaming experience that immerses them in the sport of boxing.
“Wii Fit Plus Obstacle Run” requires that the player run an obstacle course across a series of platforms or run across a beach. This AVG offers a range of features to help the players exercise in a fun way. For example, players can mix and match the activities that they like to increase their fun during game play. They can set their own customized workout routines or choose 20-, 30-, or 40-minute workouts based on how much time they have. They can also choose specialized workout routines that focus on their individual personal fitness goals.
The “EyeToy” includes 12 exciting interactive games based on music, puzzles, sports, or other gaming genres without the need for a controller. “EyeToy Knockout” provides a boxing experience against the character Big Robo Bro. A player scores 500 points per punch and can score combo points by hitting Big Robo Bro several times in a row. “EyeToy Keep ups” requires the players to keep a ball in the air using any body part. Players score points based on how high or low the ball is hit.
Participants
The physical education teachers of two primary schools recruited 22 Chinese children. The participants were from lower-middle-class families. Their schools were located in city districts in Hong Kong, and the Education Bureau of the Hong Kong government provided the sport/recreation facilities and space based on the public school standard. The participants met the inclusion criteria if they were (1) between 9 and 12 years old, (2) without any physical or psychological illness, and (3) without previous playing experience with these AVGs. All other participants were excluded. Participants and their parents/guardians were properly informed of the experimental risks and the nature of the study, but not informed of the detailed study aims. Then, the parents and participants signed an informed consent document. Demographic information (e.g., age, gender, height, weight, and past experience playing both sedentary videogames and AVGs) was collected before the study.
Study design
During the study, participants played the above AVGs. The duration of play was set at 3 minutes. Because of the time limit and logistic considerations, the sequence for trying the AVGs was not arranged in a counterbalanced order. After the above sessions, the participants took part in a 45-minute semistructured focus interview conducted by the researcher. The researcher asked the participants to describe their opinions of the game as well as the strengths and weaknesses of each game they played. The interviews were audio-recorded and transcribed. The interview questions were as follows:
1. Can you please tell me your opinion of the AVG you just played? 2. What makes you feel like you are having fun, and which game did you consider as most enjoyable? 3. What did you feel after you played the game? 4. Which game did you like the most? 5. What features are most important to your game choice? 6. Do you think the body movements were a fun part of the game? 7. Do you think the background graphics, character, control, sound effects, and story line are important to your play? (These options were included in separate questions, but put together for the responses.) 8. Do you think the game was too difficult or too easy? 9. What did you think of the relationship between the remote control and the body control of the games?
All questions were followed up with more detailed questions to probe the students' answers.
A questionnaire was developed for the present study. In addition to the demographic information and children's experience regarding playing sedentary videogames and AVGs, they were asked to rate the attractive features of each game based on a 16-item attractive features survey. They were asked to rank the four selected games as 1 (the worst) to 4 (the best) with regard to the 16-item features that were extracted from the videogame play experience 48 and the videogame event experience scale. 49 The scores of items 1 through 16 were added and averaged to reflect the individual characteristics of each AVG and their overall rating. Second, based on the 16 attractive features, the children rated up to five items that were most influential with regard to their AVG preferences.
Results and Discussion
Attractive features of AVGs among Chinese primary school children
To investigate the attractive features of AVGs according to Chinese primary school children, the researcher summarized participants' perceptions based on an interview following their immediate experience of playing the four selected AVGs. The findings showed that “Wii Fit Plus Obstacle Run” was ranked the highest on 11 of the 16 items, followed by PlayStation “Keep ups”, PlayStation “Knockout”, and Wii “Boxing” (Table 3). The following section described how children perceived the strengths and weaknesses of each AVG.
KO, PlayStation “Knockout”; KU, PlayStation “Keep ups”; PA, physical activity; WB, Wii “Boxing”; WR, Wii “Obstacle Run”.
PlayStation “EyeToy”
“Knockout”
Strengths
Children enjoyed freely moving around, and they found it easy to control. In addition, the feedback sent from the opponent (the robot) was rated as clear/specific and informed the player of the hit strength of each punch. In particular, they enjoyed seeing themselves fighting on the screen because this action is something they seldom imagine doing in real life. This visual stimulation satisfied their sense of fantasy and curiosity, which might reinforce them to play the game again.
Weaknesses
Children preferred to compete with a real person rather than a robot because it looked more realistic to them.
“Keep ups”
Strengths
Children thought that this game was easy to control. They enjoyed the flexibility of using different body parts to operate the game (i.e., their heads, hands, shoulders, knees, and legs), the freedom of moving around, and the high degree of consistency between the actions of the player and avatar. The two features that children liked the most were the animated background and the great variety of challenges. The animated background refers to the real-life setting, which might have increased their sense of immersion. Moreover, the game consisted of many types of challenges such as a precision requirement and multiple difficulty levels. Players needed to closely attend to the game to score. The children expressed that the great variety of challenges might increase the novelty of the game, thereby reinforcing their behaviors.
Weakness
The pace was too slow, and the game was too easy for them.
Nintendo Wii
Wii Sports “Boxing”
Strengths
The children enjoyed the beautiful graphics, colorful interface, and the physical effort required. Moreover, they liked facing a real opponent standing in front of them for a boxing contest because this visual scene made the play seem real.
Weaknesses
Children indicated that the feedback from the opponent was slow and not smooth. Moreover, the consistency between the actions of the player and his or her avatar was poor. They found a discrepancy between their movements and those of their avatar. For instance, they might have performed five punches, but the avatar performed only three. This discrepancy confused them regarding what to do next.
“Wii Fit Plus Obstacle Run”
Strengths
This game was rated as the most enjoyable game among the four selected AVGs. Children indicated that this game had beautiful graphics, three-dimensional characters, and realistic sound effects. They described two major components that made this game more enjoyable than the others. First, it provided realistic feedback that corresponded to the player's movements. The players can see and hear the consequences of their movement. For instance, when they are not able to evade from an obstacle (i.e., a wrecking ball), they can gesture or motion and hear a crashing sound regarding how their avatar was blown away. Similarly, if they failed to stop before a trap, the avatar would fall into water, and the player is able to see and hear the splash. Second, the game has an accumulation system in which the remaining time of each round is added to the time of the next round automatically. This strategy encourages the player to keep trying the game.
Weaknesses
The participants stated that the game had limited mobility. Because they must stand on the balance board to operate the game, their activity area was limited to the size of the balance board.
A list of the major attractive features (i.e., strengths) of the AVGs based on the play experience of primary school children includes control, specific and realistic feedback from opponents, free body movement, realistic environment, consistency between the actions of the player and avatar, a great variety of challenges, immersion, pace, novelty, beautiful graphics, colorful interface, the demand of physical effort, and realistic sound effects.
Finally, participants rated up to five of the most influential feature(s) regarding their preferences for an AVG. The results demonstrated that control was the most significant feature when choosing an AVG to play. Control was followed by feedback, goal, graphics, and others; these qualities determined the attractiveness of an AVG (Table 4).
Below are the extracted messages from the participants that demonstrated how they interpreted and perceived the features of an AVG:
1. Control was defined as whether the players know how to and are able to operate the game by themselves. Control also includes the flexibility of using different body parts to control the AVG. Children noted that an AVG that allows them to operate the game using different body parts and performing gross motor movement is preferred because these features enhance their sense of freedom and mastery. 2. Feedback consisted of the conversations and sounds that were presented based on the player's gaming performance. Children suggested that a game should provide rewarding feedback (i.e., applause and acclamation). In addition, they also preferred that the AVG provide specific hints for performance enhancement (i.e., strategies to defeat opponents). 3. Goal denotes the target that must be accomplished before the end of the game. Children prefer self-set goals because these goals allow them to adjust the difficulty level to their ability, thereby making the goal feasible and reasonably easy to achieve. They also indicated that being capable of meeting a goal provided them with a strong sense of achievement and competency that encouraged them to play the AVG again. 4. Graphics were defined as any background or object displayed in the gaming environment (i.e., buildings, trees, or sky), excluding the characters. Children mentioned that attractive graphics should be realistic, but not necessarily like a background that resembles a photo; rather, they expected an animated background (i.e., the windows of the buildings are able to be opened). 5. Character was defined as the images of player's avatar and their opponents. This character can be the players themselves, a cartoon, a monster, or a robot. Some children preferred to view themselves on the screen, whereas others wanted to create their own avatar with their face on a cartoon's body. The character can provide them with a strong sense of immersion. They generally agreed that the appearance of the avatar should be three dimensional. 6. Color represents the variety of colors used and their brightness. Children expressed that they liked AVGs with a great variety of bright colors. However, the presentation of these colors should be similar to those in real-life settings (i.e., green trees and blue sky) to make the game more realistic. Thus, color can provide users with a strong sense of immersion. 7. Challenge was defined as the difficulty level of the game. The children mentioned that an AVG equipped with unexpected traps and obstacles would be perceived as more challenging. 8. Consistency was defined as the fidelity between the action performed by the player and the action executed by the avatar. Better consistency increased participants' sense of immersion. 9. Sound included all of the sounds heard during game play. These sounds included the background music, conversations, and splashes. Children indicated that the sounds should be presented logically. For instance, background music with a quick strong rhythm should be presented when the player faces a great challenge; furthermore, a loud sound should be heard when the player is being hit by an explosive. 10. Genre is the categorical theme of the game. Children reported that their genre preferences were based on their own interests. The most popular genres were sports and action-adventure. 11. Story was defined as the structure of the games such as the opening conversation, the development of the game, their upgrade in skills, and the ending. 12. Pace was defined as the progress of the game play. 13. Cognitive effort represents the mental effort that the children needed to devote to operate the AVGs. As mentioned earlier, an AVG that involves unexpected challenges (i.e., a trap and moving obstacles) requires more concentration, and this challenge might increase cognitive effort. 14. Physical exertion was defined as the physical effort that children needed to employ to operate the AVGs. Children expressed that physical exertion was not a major concern for determining their preferences regarding an AVG because they liked being able to move around during the game. 15. Motivation to PA denotes how much an AVG is able to simulate their interest to perform more PA. 16. Concentration referred to how much effort was needed to hold their attention to the AVG. Children indicated that they needed to concentrate on all of the games. Any AVG that involves unexpected challenges (i.e., a trap or moving obstacles) might require more concentration.
Comparing the features of attractive AVGs according to Chinese and Western children
Twenty AVG studies that investigated the above features between 2012 and 2016 were summarized using the databases Sport Discus and ERIC Medline. Based on these findings, the attractive features of AVGs according to Chinese and Western children were compared. To summarize these studies, Western children valued immersion the most, followed by challenge, feedback, control, and interactivity. Other elements, including genre, character, physical exertion, competition, skill development, goal setting, social play, learning, choices, competence, affiliation, and fitness, were mentioned, but were not as outstanding as the top five elements aggregated from these studies.
The Chinese children in the present study rated control as the most important feature. They valued a sense of freedom and the mastery of their body parts when playing AVGs. For example, a student said, “I like to use my whole body instead of just my fingers to control the game movements because it gives me a sense of freedom, and it burns more calories.” This notion is related to Mueller's 36 suggestion that focus on the body, but not the screen, maps the movements of the players and creates self-expression in the game.
Specific and realistic feedback is the second most attractive feature for Chinese children. This quality is the only one that appeared in the top attractive features of both groups. (It was ranked second and third on the feature lists.) The Chinese children defined feedback as rewarding responses such as applause and acclamation that match their game performance. For example, a student said, “The sound of hands clapping must be similar to the real sound when fighting in the boxing game.” Thompson 39 and Lieberman 50 mentioned that specific, positive, customized, and rapid feedback enhances players' feelings of self-efficacy, task involvement, and skill learning. Mueller's movement guidelines 36 (see http//movementgameguidelines.org) for AVGs also support the present finding that instant feedback regarding quality body movement is essential. Based on these updated findings from Western studies, specific and realistic feedback is also an important feature for playing AVGs among Chinese primary school children.
Feasible self-set goals provided a sense of competency and achievement among the Chinese schoolchildren in the present study. Likewise, Thompson 39 suggested that proximal, challenging, specific, short-term, and measurable goals are important. Thompson argued for a goal-setting approach, and the present study singles out this outcome. They are mutually supportive in this sense.
Graphics feature was not mentioned in recent Western AVG studies; however, it was listed as one of the major features of sedentary videogames.19,22 Chinese primary school children valued realism when they played the AVGs. This finding suggests that our participants were previous sedentary videogame players with similar expectations for graphics regardless of game type. This supposition might explain why AVGs are not as popular as sedentary videogames in the industry.
Chinese children rated control as the most important feature during AVG play, whereas their Western counterparts ranked it as the fourth most important feature. In their interviews, Chinese children defined control as the sense of freedom and mastery. Mellecker 51 provided a possible explanation of this finding: Chinese cultural norms, such as the immense pressure to succeed at school and in examinations, affect their playing experiences and perceptions of AVGs. Some Chinese students have little freedom to play in their leisure time and perceive little mastery experience in their daily life outside of studying. AVGs might provide them with the experiences of freedom and mastery that they do not have in their daily leisure time.
Goal setting and graphics were ranked third and fourth, respectively, by the Chinese schoolchildren. Regarding goal setting, the students stated, “I prefer self-set and adjustable goals to those set by the console because I can play longer without losing.” In contrast, these two features were not listed as significant features in previous Western studies. In their interviews, the Chinese children expressed that self-set goals were related to strong sense of achievement and competency during AVG play. Western children clearly listed competence as separate from goal setting. The relationship between goal setting and competence was demonstrated among Chinese AVG players, but not among their Western counterparts. This conceptual difference might explain the different ratings of goal setting between the two groups.
Thompson 39 was the only Western study to mention graphics. In their interviews, Chinese children emphasized that graphics should be realistic, but feature an animated background. Thus, Chinese children desired a combination of real- and virtual-world settings. McKenzie also suggested this notion. 32 Therefore, the Chinese children's understanding of so-called graphics might not simply be related to the vividness or reality of a scene; rather, they might demand both virtual and funny scenes.
In their interviews, the Chinese children mentioned that character can provide them with a strong sense of immersion during AVG play. Immersion refers to a feeling of being deeply engaged where people enter a make-believe world as though it were real. 52 Immersion is the feeling that the character allows the player to be inside the game. 25 Thompson 39 argued that a self-representational avatar provides a successful and satisfactory experience for the players. In fact, Thompson 39 stated that personal and meaningful story lines can lead to and strengthen immersion. Characters can be role models for players, and players might identify with the character's successes in the game. 50 According to Lu et al., 53 immersion can help produce healthy behaviors among overweight children. In the present study, character was related to immersion and stressed by the Chinese children. Again, Chinese children linked character and immersion, but these qualities were treated as separate among Western children who rated immersion as the most important feature on the list. Based on goal setting and competence and character and immersion, the current study demonstrates that the perception and interpretation of these features are linked and conceived of as different between Chinese and Western children who play AVGs. This phenomenon might provide a different picture and new ideas to the production companies that design new AVGs for a Chinese audience.
Challenge was ranked fifth by the Chinese children, but ranked second by their Western counterparts. In their interviews, Chinese children mentioned that an AVG with unexpected traps and obstacles would be perceived as more challenging. With regard to self-set goals, Chinese children preferred to adjust the difficulty level based on their ability, thereby making the goal feasible and reasonably easy to achieve. In this case, challenge (especially on difficult tasks) was not a top preference of the Chinese children regarding their AVG play. Guaranteed success through a feasible task was more important to their play. Therefore, they ranked challenge lower than their Western counterparts. In this case, challenge, goal setting, and perceived competence might interlink with one another when Chinese play AVGs.
In addition to these top ranked features, others (including genre, pace, and cognitive effort) were listed as significant features by the Chinese children. These findings are similar to those regarding Western AVGs.25,36,39 However, two interesting findings significantly differ from those of Western studies. First, physical exertion was rated as low by the Chinese children. Both Lyons 27 and Mueller et al. 36 indicated that physical exertion is an attractive challenge of AVGs. The present finding indicated that physical exertion or EE was not considered as important to Chinese children when they played AVGs. They might consider AVGs as entertainment, just as they do sedentary videogames. In this case, being physically active using an AVG is not considered as important.
Second, both Simons 14 and Mueller et al. 36 reported that social interaction and multiplayer games are highly valued elements of AVGs among Western children. Neither social nor peer interaction was mentioned as one of the major features of AVG attractiveness in the present study. Collectivism has existed for hundreds of years in Chinese culture 54 ; therefore, it is self-evident that Chinese children do not need to further strengthen their cohesiveness and collectivism through AVG play. In contrast, individualism or the perception of self-sufficiency might be something that provides privacy or freedom in the minds of Chinese children. 55 This supposition deserved further investigation with regard to the differences between collectivism and individualism.
Heeter et al. 56 listed 16 aspects that comprise a fun experience for serious gamers: beauty, immersion, intellectual problem solving, competition, social interaction, comedy, thrill of danger, PA, love, creation, power, discovery, advancement and completion, application of an ability, altruism, and learning. Of these aspects, only immersion and application of ability partially relate to the aforementioned Chinese children's attractive features (e.g., control, feedback, self-set goal, and character). Significant differences likely exist between Chinese and Western children with regard to perceptions of attractive AVG features.
Although the present study revealed cultural differences between Chinese and Western children with regard to AVG play, its limitations should be noted when interpreting the findings. First, AVG technology has advanced, so the perceptions of the Chinese children in the current study might not generalize to modern AVGs. Second, a convenience sample of two standard primary schools was drawn, and the sample size was relatively small (n = 22). In addition, the comparisons between Chinese and Western primary school children might not be completely precise because the Western studies addressed a larger age range. Readers should be cautious when interpreting the current findings.
Conclusions
In conclusion, the present study found certain similarities and significant differences between Western and Chinese children with regard to perceptions of attractive AVG features. Based on the present study, control, feedback, goal, and graphics are the most significant features that attract Chinese children to play AVGs. AVG production companies should put more focus on these four features as well as consider the cultural norms and thinking of Chinese players when they design and produce new AVGs. Alternatively, physical exertion, social interaction, competition, and learning outcomes were not mentioned as significant features by the Chinese children. These findings demonstrate a need to investigate the effects of cultural norms and thinking in AVG study design. As Winn 24 suggested, game play outcomes are not only determined by the game's design but also by the player's unique social and cultural background and experience. If the intended outcome of the gameplay is to activate an individual's PA behavior, then the present finding might illuminate how Chinese children could benefit from adopting and maintaining physically active behaviors through an AVG intervention.
Footnotes
Author Disclosure Statement
No competing financial interests exist.