Acute psycho-physiological responses to submaximal constant-load cycling under intermittent hypoxia-hyperoxia vs. hypoxia-normoxia in young males.

Background: Hypoxia and hyperoxia can affect the acute psycho-physiological response to exercise. Recording various perceptual responses to exercise is of particular importance for investigating behavioral changes to physical activity, given that the perception of exercise-induced pain, discomfort or unpleasure, and a low level of exercise enjoyment are commonly associated with a low adherence to physical activity. Therefore, this study aimed to compare the acute perceptual and physiological responses to aerobic exercise under intermittent hypoxia-hyperoxia (IHHT), hypoxia-normoxia (IHT), and sustained normoxia (NOR) in young, recreational active, healthy males. Methods: Using a randomized, single-blinded, crossover design, 15 males (age: 24.5 ± 4.2 yrs) performed 40 min of submaximal constant-load cycling (at 60% peak oxygen uptake, 80 rpm) under IHHT (5 × 4 min hypoxia and hyperoxia), IHT (5 × 4 min hypoxia and normoxia), and NOR. Inspiratory fraction of oxygen during hypoxia and hyperoxia was set to 14% and 30%, respectively. Heart rate (HR), total hemoglobin (tHb) and muscle oxygen saturation (SmO2) of the right vastus lateralis muscle were continuously recorded during cycling. Participants' peripheral oxygen saturation (SpO2) and perceptual responses (i.e., perceived motor fatigue, effort perception, perceived physical strain, affective valence, arousal, motivation to exercise, and conflict to continue exercise) were surveyed prior, during (every 4 min), and after cycling. Prior to and after exercise, peripheral blood lactate concentration (BLC) was determined. Exercise enjoyment was ascertained after cycling. For statistical analysis, repeated measures analyses of variance were conducted. Results: No differences in the acute perceptual responses were found between conditions (p ≥ 0.059, ηp 2 ≤ 0.18), while the physiological responses differed. Accordingly, SpO2 was higher during the hyperoxic periods during the IHHT compared to the normoxic periods during the IHT (p < 0.001, ηp 2 = 0.91). Moreover, HR (p = 0.005, ηp 2 = 0.33) and BLC (p = 0.033, ηp 2 = 0.28) were higher during IHT compared to NOR. No differences between conditions were found for changes in tHb (p = 0.684, ηp 2 = 0.03) and SmO2 (p = 0.093, ηp 2 = 0.16). Conclusion: IHT was associated with a higher physiological response and metabolic stress, while IHHT did not lead to an increase in HR and BLC compared to NOR. In addition, compared to IHT, IHHT seems to improve reoxygenation indicated by a higher SpO2 during the hyperoxic periods. However, there were no differences in perceptual responses and ratings of exercise enjoyment between conditions. These results suggest that replacing normoxic by hyperoxic reoxygenation-periods during submaximal constant-load cycling under intermittent hypoxia reduced the exercise-related physiological stress but had no effect on perceptual responses and perceived exercise enjoyment in young recreational active healthy males.

How can restaurants entice patrons to order environmentally sustainable dishes? Testing new approaches based on hedonic psychology and affective forecasting theory.

Encouraging restaurant guests to order vegetarian dishes plays a key role in creating a more environmentally sustainable tourism sector. However, for many consumers eating a meat dish is an important aspect of their enjoyment-focused restaurant experience. Identifying new approaches that support restaurants in selling more vegetarian dishes are urgently needed. Drawing from hedonic psychology and affective forecasting theory, this study tests two interventions aimed at directing ordering towards specific vegetarian dishes in a scenario-based survey experiment with 742 consumers. Results show the potential of affective forecasting as a promising psychological mechanism. Displaying an appetising picture of a vegetarian dish on a menu increases stated ordering of the dish because the picture directs consumer attention to the dish and triggers them to imagine eating the dish. Consumers who imagine eating the dish feel stronger anticipated enjoyment of eating it. Adding to the picture an invitation to imagine eating the dish does not further increase the effect. This study explains the psychological mechanism of how a picture of an appetising vegetarian dish changes food choices and provides restaurants with a cost-effective measure to direct ordering towards more environmentally sustainable dishes.

Evidence-Based Crossword Puzzles for Health Professions Education: A Systematic Review.

Crossword puzzles have been utilised as a means of health professions education (HPE) gamification. A systematic review conducted in accordance with PRISMA guidelines was performed to evaluate the educational impact and describe the characteristics of crosswords in HPE contexts. Twenty-nine studies fulfilled inclusion criteria. Crossword puzzles are an enjoyable learning activity and provide positive educational impact. The available evidence suggests crossword puzzles increase student knowledge on objective measures. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-024-02085-x.

The affective response to positive performance feedback is associated with motor learning.

Motor skill learning and performance are improved when successful actions are paired with extrinsic rewards, such as money. Positive feedback indicating successful task performance is thought to induce intrinsic reward associated with goal attainment, evidenced by increases in positive affect that correlate with neural reward signaling. However, it is not clear whether the subjective, internal reward processes elicited by positive feedback promote motor learning and performance.Here, we tested the hypothesis that intrinsic reward elicited by positive feedback promotes motor learning and performance. Participants practiced a visuomotor interception task using a joystick, and received feedback during practice indicating success or failure depending on their accuracy. During practice, the accuracy demands were adapted to control and vary the frequency of positive feedback across randomly ordered blocks of practice at either 50%, 70%, or 90%. Performance was measured for each condition as the average accuracy during practice. Learning was estimated by measuring the accuracy pre and post practice in the absence of feedback. We queried participants periodically on their enjoyment of the task to index affective responses to performance feedback.The intrinsic reward elicited by positive feedback, operationalized by the increase in enjoyment immediately following positive versus negative feedback, was positively correlated with learning from pre to post practice. However, increasing the overall amount of positive feedback by lower accuracy demands did not improve performance. These results suggest that experiencing intrinsic reward due to positive feedback benefits motor learning only when it is contingent on good performance.

Methodological Variations to Explore Conflicting Results in the Existing Literature of Masking Smile Judgment.

Although a smile can serve as an expression of genuine happiness, it can also be generated to conceal negative emotions. The traces of negative emotion present in these types of smiles can produce micro-expressions, subtle movements of the facial muscles manifested in the upper or lower half of the face. Studies examining the judgment of smiles masking negative emotions have mostly employed dichotomous rating measures, while also assuming that dichotomous categorization of a smile as happy or not is synonymous with judgments of the smile's authenticity. The aim of the two studies was to explore the judgment of enjoyment and masking smiles using unipolar and bipolar continuous rating measures and examine differences in the judgment when instruction varied between judgments of happiness and authenticity. In Experiment 1, participants rated smiles on 7-point scales on perceived happiness and authenticity. In Experiment 2, participants rated the smiles on bipolar 7-point scales between happiness and a negative emotion label. In both studies, similar patterns were observed: faces with traces of fear were rated significantly less happy/authentic and those with traces of anger in the brows were rated significantly happier/more authentic. Regarding varied instruction type, no effect was found for the two instruction types, indicating that participants perceive and judge enjoyment and masking smiles similarly according to these two instructions. Additionally, the use of bipolar scales with dimensions between a negative emotion label and happiness were not consistently effective in influencing the judgement of the masking smile.

The effect of grit on L2 willingness to communicate among Chinese junior high school students: an analysis of the differential roles of foreign language enjoyment and anxiety.

With the burgeoning research on positive psychology, grit has gradually attracted scholarly attention in the field of L2 acquisition, and it has been shown to be a significant positive predictor of L2 achievements and outcomes. However, despite being an important factor in L2 acquisition, grit has rarely been incorporated as a research variable in prior research on willingness to communicate in a second language (L2 WTC), especially among Chinese teenagers who find themselves in a foundational stage of developing their L2 communicative competence. Based on a survey among 238 Chinese junior high school students, this study analyzed the effect of their grit on their L2 WTC, and explored the differential roles of foreign language enjoyment (FLE) and anxiety (FLA) in their interactions. The results revealed that: (1) perseverance of effort (PE), consistency of interest (CI) and FLE had significantly positive correlations with L2 WTC, whereas FLA was found to have a significantly negative correlation with L2 WTC; (2) PE and CI served as significant positive predictors of L2 WTC; (3) FLE mediated the interactions between PE and L2 WTC and between CI and L2 WTC, while the mediating effects of FLA were found to be statistically non-significant. The findings can provide theoretical implications for furthering L2 WTC research, as well as practical reference for its development among Chinese junior high school students.

Acceptability, engagement, and efficacy of cognitive remediation for cognitive outcomes in young adults with first-episode psychosis and social anxiety: A randomized-controlled trial.

Social anxiety disorder (SAD) is a frequent comorbidity in first-episode psychosis (FEP) and may increase cognitive impairments. Cognitive remediation (CR) is an effective treatment for cognition, particularly in a group format. This study aims to assess the efficacy, acceptability and engagement of group CR on cognitive outcomes in FEP+SAD compared to group cognitive-behavioral therapy (CBT). Participants with FEP+SAD were randomized to group CR (n = 45) or CBT-SAD (n = 51). They were assessed for cognition at baseline, post-therapy and 3- and 6-month follow-up. The CR group additionally completed scale to assess perceived competency and enjoyment in CR. Linear mixed models for repeated measures were used for cognitive scores. Descriptive statistics and t-tests were used to summarize acceptability, perceived competency, and enjoyment, for CR completers and non-completers. The CR group performed significantly better than CBT on executive functions and visual memory at post-therapy compared to baseline. Twenty participants completed CR (44 %; mean 5.5 sessions). At week 1, CR non-completers presented higher levels of perceived competency. Completers reported higher enjoyment scores at the last session compared to the first session. Group CR is effective for cognitive outcomes in FEP+SAD, but acceptability and engagement present a challenge. Future studies are necessary to explore approaches promoting engagement.

Modeling the Contribution of Grit, Enjoyment, and Boredom to Predict English as a Foreign Language Students' Willingness to Communicate in a Blended Learning Environment.

The complex relationships between emotions experienced by learners and learners' personality traits, such as grit, that influence students' willingness to communicate in a second language (L2 WTC) have come under increasing attention. To date, investigators have focused primarily on WTC and the role of emotions in traditional face-to-face settings rather than in blended learning environments. To expand this research, we examined whether grit, foreign language enjoyment (FLE), and foreign language boredom (FLB) among university-level EFL students would be predictive of L2 WTC in a hybrid online and face-to-face learning setting. We studied 345 participants (252 females and 93 males) enrolled in English courses in a blended learning environment from three public universities in Saudi Arabia. We utilized structural equation modeling (SEM) to test a model that combined grit with two emotions (enjoyment and boredom) and L2 WTC. Our results revealed that FLB had the largest relationship to students' L2 WTC followed by FLE and grit, respectively. In this paper, we discuss these results and present some pedagogical implications of these data for teachers and learners of English as a foreign language (EFL).

Interactivity, humanness, and trust: a psychological approach to AI chatbot adoption in e-commerce.

This study aims to investigate the impact of interactivity and perceived humanness on trust toward AI chatbots in the e-commerce setting. Moreover, this study also aims to examine the mediation effect of trust toward AI chatbots in the relationship between interactivity and intention to adopt AI chatbots for e-commerce as well as in the relationship between perceived humanness and intention to adopt chatbots for e-commerce. This study used a time lag approach to collect the data from 343 customers from the southern region of China. The data were collected online through a questionnaire designed in Chinese language using a survey firm. The findings of this study indicated that there is a significant impact of interactivity and humanness on the trust toward chatbots. Moreover, the findings of this study indicated that there is a significant mediating effect of trust toward chatbots in the relationships of interactivity and perceived humanness to adopt chatbots for e-commerce. In addition, this study found a significant moderating influence on the perceived enjoyment of using chatbots in e-commerce settings. This study provides a unique perspective of expectation-confirmation theory for adopting emerging technologies for online shopping and also provides insights for designers and business firms to develop businesses to facilitate the AI chatbot feature for e-commerce.

Crosswalking 4 Pain Impact Measures in a Nationally Representative Sample of Adults With Back Pain.

OBJECTIVE: To generate crosswalk equations and tables for 4 pain impact measures: the Impact Stratification Score (ISS), Oswestry Disability Index (ODI), Roland-Morris Disability Questionnaire (RMDQ), and the Pain, Enjoyment of Life and General Activity Scale (PEG). DESIGN: Cross-sectional survey assessing demographics and pain impact. Crosswalks were developed using item-response theory (IRT) cocalibrations and linear regressions between the ISS, ODI, RMDQ, and PEG. SETTING: Online panel. PARTICIPANTS: Population-based sample of United States adults aged 18 and older. Eligibility criteria were reporting current back pain, not reporting 2 fake health conditions, and having data for 2 or more pain measures (N=1530; 37% of sample). Crosswalks were developed (n=1030) and cross-validated in a subsample of 500 participants (n=125 randomly sampled from each ISS quartile). INTERVENTIONS: Not applicable. MAIN OUTCOME MEASURES: ISS, ODI, RMDQ, and the PEG. RESULTS: Associations of the ISS with the PEG and ODI met the criteria for IRT cocalibration. Other measure pairs were crosswalked using regression. Associations were strongest between the PEG and the ISS (r=0.87, normalized mean absolute error [NMAE]=0.38) and between the ODI and the ISS (r=0.85, NMAE=0.39). Associations were weakest between the PEG and the RMDQ (r=0.69, R2=0.48, NMAE: 0.55-0.58). Regression equations and IRT accounted for 48%-64% of the variance (NMAE: 0.38-0.58) in corresponding pain measures in the cross-validation sample. CONCLUSIONS: The crosswalks between the ISS and common legacy pain measures created in this study of a nationally representative sample of United States adults with back pain can be used to estimate 1 pain impact measure from another. Further evaluation in clinical samples is recommended.

From literacy to learning: The sequential mediation of attitudes and enjoyment in AI-assisted EFL education.

Artificial intelligence (AI) has become increasingly prominent in English as a Foreign Language (EFL) education. However, research on the factors influencing learners' sustained engagement with AI-assisted learning is scarce. This study bridges this gap by investigating the impact of AI literacy, learner attitudes toward AI-assisted learning, and foreign language enjoyment (FLE) on Chinese EFL learners' continuance intention (CI) for AI-assisted EFL learning. A survey of 417 EFL learners was conducted, and structural equation modeling was utilized to elucidate the relationships between these variables. The findings reveal that AI literacy, learner attitudes, and FLE significantly predict the CI. Moreover, AI literacy indirectly influences CI by mediating learner attitudes and FLE. Finally, FLE mediates the relationship between learner attitudes and CI. The study verifies a sequential mediation model, providing new insights into EFL learners' cognitive and affective traits and extending current models on the continuance intention in AI-assisted EFL learning. The research underscores the necessity for educators and technology developers to consider learners' interests and feedback, which are crucial for the sustainable progress of AI-assisted EFL learning.

Investigating the Association of Chinese EFL Students' Growth Mindset, Grit, and Foreign Language Enjoyment: A Structural Equation Modelling Study.

The importance of individual differences, personality traits, and psycho-affective factors in second language (L2) learning has been increasingly substantiated by recent research. However, the relationship between students' mindsets and positive emotions has received insufficient attention in the English as a foreign language (EFL) context. To fill this research gap, we drew on "broaden-and-build" and "control value" (CVT) theories to examine associations among L2 students' growth mindset, grit, and foreign language enjoyment (FLE). A sample of 750 Chinese students completed three formerly validated scales on each of these constructs. Structural equation modeling (SEM) and correlation analysis illustrated significant, strong, positive correlations among English as a foreign language (EFL) students' growth mindset, L2 grit, and FLE. We found that 56% of changes in Chinese students' FLE could be predicted by changes in their growth mindset and grit. We discuss the obtained results, their implications, and future research directions to highlight the contagious nature of positive emotions in L2 education.

Automated driving experiences, attention, and intentions following extensive on-road usage of a level 2 automation vehicle.

INTRODUCTION: An on-road study was conducted to examine the effects of level 2 automation on the stressfulness and enjoyment of driving and driving attention following prolonged usage. The study also examined the changes in the automated driving experience and attention over time as well as important predictors such as pre-driving trust in technology and attitudes toward automated systems. METHOD: Motorists who had never used automated systems drove a level 2 automation vehicle for a 6-8 week period. RESULTS: Participants reported that the automated systems reduced the stress of driving and made traveling more enjoyable and relaxing. They also reported that the automation did not make traveling boring and take the fun out of driving. Participants indicated that their minds tended to wander when the automation was operating. The stressfulness of the automated driving experience decreased over time. Participants also reported feeling increasingly comfortable driving with the automation without monitoring it closely. The enjoyment and stress of automated driving is important because it shapes the willingness to use the automation and, hence, the safeness of driving. As expected, intentions to use and purchase automated systems were strongly predicted by the perceived favorableness of driving with the automation. Participants' pre-driving beliefs about automated systems, rather than their trust, appears to have shaped their experiences with the automation. PRACTICAL APPLICATIONS: Although some of the findings suggest that automated systems increase unsafe behavior by novice users, other facets of the surveys suggest that motorists are cognizant of the risks of automated driving and discreet in their usage of the automation.

The role of audiovisual congruence in aesthetic appreciation of contemporary music and visual art.

Does congruence between auditory and visual modalities affect aesthetic experience? While cross-modal correspondences between vision and hearing are well-documented, previous studies show conflicting results regarding whether audiovisual correspondence affects subjective aesthetic experience. Here, in collaboration with the Kentler International Drawing Space (NYC, USA), we depart from previous research by using music specifically composed to pair with visual art in the professionally-curated Music as Image and Metaphor exhibition. Our pre-registered online experiment consisted of 4 conditions: Audio, Visual, Audio-Visual-Intended (artist-intended pairing of art/music), and Audio-Visual-Random (random shuffling). Participants (N = 201) were presented with 16 pieces and could click to proceed to the next piece whenever they liked. We used time spent as an implicit index of aesthetic interest. Additionally, after each piece, participants were asked about their subjective experience (e.g., feeling moved). We found that participants spent significantly more time with Audio, followed by Audiovisual, followed by Visual pieces; however, they felt most moved in the Audiovisual (bi-modal) conditions. Ratings of audiovisual correspondence were significantly higher for the Audiovisual-Intended compared to Audiovisual-Random condition; interestingly, though, there were no significant differences between intended and random conditions on any other subjective rating scale, or for time spent. Collectively, these results call into question the relationship between cross-modal correspondence and aesthetic appreciation. Additionally, the results complicate the use of time spent as an implicit measure of aesthetic experience.

Enjoyment in foreign language learning: A systematic review.

In recent years, research on enjoyment in foreign language (FL) learning has flourished. To help illuminate the existing scope of inquiry and guide future research, this paper presents a systematic review of 118 empirical studies on FL learning enjoyment published between 2014 and 2023. Each study was coded according to its research context, methodological features, and research focus. The results indicate (1) a heavy focus on adult English as a foreign language (EFL) learners whose first languages are Chinese or Persian within traditional classroom learning settings; (2) a strong preference for quantitative methods; and (3) a prominent focus on enjoyment's antecedents and effects. Drawing upon these findings, we recommend that future research (1) addresses the experiences of language learners from diverse demographic backgrounds in a wider variety of learning settings; (2) applies multimodal methods to thoroughly assess the experience of enjoyment from both objective and subjective perspectives; and (3) explores the nature of enjoyable teacher-student or student-student socio-emotional interaction in greater depth.

The impact of teachers' emotional support on EFL learners' online learning engagement: The role of enjoyment and boredom.

Learning engagement is acknowledged as a vital proxy for evaluating the quality of online education, and teachers' emotional support, as an essential component of social support within the educational environment, positively influences learners' online learning engagement. The present study draws on Person-environment Interaction Model and Broaden-and-Build Theory to investigate the effect of teachers' emotional support on online learning engagement for English as a Foreign Language (EFL) learners and the mediating roles of academic emotions, specifically enjoyment and boredom. A questionnaire survey was conducted among 411 Chinese college EFL learners who were selected through convenience sampling. The results revealed that teachers' emotional support was not a direct predictor of online learning engagement but indirectly affected it through the mediating role of enjoyment and the serial mediating roles of both enjoyment and boredom. Additionally, the mediating effect of enjoyment was much stronger than the chain mediating effect of enjoyment and boredom. Teachers should pay more attention to facilitating learners' enjoyment and relieving their boredom, which would enhance the positive impact of teachers' emotional support on online learning engagement. These results have some pedagogical implications for improving students' online English learning engagement and enhancing the quality of sustainable online education.

Development and application of a learning enjoyment scale for pedagogical activities.

The impact of learning enjoyment on motivation, enthusiasm, and overall learning experiences is significant. Previous studies, lacking an unbiased tool for measuring enjoyment and confronting various influencing factors, produced conflicting results regarding enjoyment levels in different instructional methods. Hence, we developed a learning enjoyment scale for evaluating both active and passive educational activities. We applied the developed scale to 112 first-year medical and dental students to assess their enjoyment during didactic physiology lectures and explored possible associated factors. Within this data note, we present students' responses to the developed LES. The LES encompasses six dimensions: knowledge, comprehension, application, analysis, concentration, and enjoyment. Students provided ratings for each dimension on a five-point Likert scale, spanning from 1 (strongly disagree) to 5 (strongly agree). The cumulative scores across the six dimensions range from a minimum of 6 to a maximum of 30. These total scores can be categorized as excellent (> 24), acceptable (18-24), or low (< 18). The second section of the dataset examines specific factors influencing overall enjoyment, such as teacher proficiency, topic difficulty, active student participation, objectives fulfillment, low stress levels, and self-perceived acquisition of skills. In addition to objective measurement of students' enjoyment level, the LES can be utilized for quantitative cross-comparisons between different teaching activities. By employing this dataset, we will undertake an analysis to determine the internal consistency of the Learning Enjoyment Scale (LES), with the anticipation that the outcomes will be published in another venue.

Person-centered aural rehabilitation program improved mood, cognition, and auditory processing in a professional musician who uses a hearing aid and cochlear implant: Case Report.

Introduction: Aural rehabilitation focused on music for individuals with cochlear implants (CIs) and/or hearing aids (HAs) typically emphasizes perceptual skills rather than enjoyment of music. Yet, those with CIs and/or HAs often struggle to enjoy music, complaining that it sounds distorted with the implant or HAs. Typically, aural rehabilitation programs require a significant time commitment, but this may not be feasible or preferable for many patients. This study aimed to evaluate the efficacy of two individualized intensive 3-week home practice programs focused on enjoyment of music, a personal goal for this subject. Methods: The subject was a professional musician who used a CI and HA. Cognitive measures of global cognitive function, executive function, processing speed, auditory working memory, visual-spatial abilities, verbal fluency, and auditory-verbal memory, as well as auditory electrophysiology (EEG) measures were conducted pre-post experiment 2. Two experiments were undertaken to evaluate responses to two practice programs that incorporated different variations in listening dosage and intervention activities. Results: Experiment 1 resulted in minimal measurable improvements related to music likability ratings, with the highest dosage condition showing a small increase in average likability rating from baseline to week 3. The results of experiment 2 revealed an improvement in likability ratings only when dosage steadily increased each week. The subject also reported improved mood and decreased frustration during weeks two and three of experiment 2. Finally, we found improvement pre-post experiment 2 on several cognitive and EEG measures. Discussion: The results of these experiments are encouraging and support the use of an individualized, person-centered, and semi-structured home practice program to increase music enjoyment and improve quality of life and auditory processing for individuals with hearing loss. Future studies should aim to increase sample size and explore pairing person-centered home practice programs with concurrent clinician-lead aural rehabilitation.

Associations of physical activity and physical education enjoyment with self-concept domains among Hungarian adolescents.

BACKGROUND: Sport enjoyment is one of the most important factors in physical activity (PA) and physical education (PE) domains. It is not only beneficial for regular participation but also has a positive effect on mental health. Due to these benefits, this study aims to understand the relationships between PA, two forms of enjoyment, and the dimension of self-concept. METHODS: The sample consisted of 315 students (Mage=12.63). The Self-Description Questionnaire-I was used to measure the domains of self-concept. Enjoyment was measured with two scales. The Physical Activity Enjoyment Scale reflects extracurricular PA enjoyment, and the Factors Influencing Enjoyment of Physical Education Questionnaire reflects school PE enjoyment. The International Physical Activity Questionnaire was used to assess vigorous, moderate, and walking types of extracurricular PA enjoyment. RESULTS: Hierarchical multivariate regression analysis revealed that vigorous PA predicted physical ability (ß = 0.19) and physical appearance (ß = 0.15). PA enjoyment was a significant predictor of general self-concept (ß = 0.29), physical ability (ß = 0.28), physical appearance (ß = 0.16), peer relation (ß = 0.16), and parental relations (ß = 0.14). PE enjoyment significantly predicted general school (ß = 0.17), physical ability (ß = 0.27), peer relations (ß = 0.21) and parental relations (ß = 0.22). Furthermore, boys scored at a higher level on most of self-concept domains. CONCLUSIONS: The present study suggested that enjoyment plays a more important role in self-concept than PA. PE enjoyment mainly strengthens boys' self-concept, but PA enjoyment is an important predictor of general self-concept in both genders. It is concluded that extracurricular PA enjoyment is beneficial, but increasing enjoyment of physical education could increase girls' self-concepts as well.

Exploring the Psychological Effects and Physical Exertion of Using Different Movement Interactions in Casual Exergames That Promote Active Microbreaks: Quasi-Experimental Study.

BACKGROUND: Prolonged sedentary behavior, such as sitting or reclining, has consistently been identified as a stand-alone risk factor for heightened cardiometabolic risk and overall mortality. Conversely, interrupting sedentary periods by incorporating short, active microbreaks has been shown to mitigate the negative effects of sedentary behavior. Casual exergames, which mix elements of casual gaming with physical activity, are one prospective intervention to reduce sedentary behavior because they require physical exertion. Casual exergames have shown promise in fostering emotional and physical advantages when played in specific circumstances. However, little research exists on how different types of movement interactions impact the psychological effects as well as the physical exertion of playing casual exergames. OBJECTIVE: The primary aim of this work was to explore the psychological effects and physical exertion of playing casual exergames lasting 2 minutes. More precisely, the investigation focused on comparing upper body and full body movement interactions. In addition, the work examined variations in body positions, considering both standing and seated positions during upper body movement interactions. METHODS: Two casual exergames were developed and investigated through 2 quasi-experimental studies. In study 1, we investigated how players' perceptions of control, exertion, and immersion were affected by using upper body as opposed to full body exergame controllers when playing casual exergames. In study 2, we investigated differences in positive affect, performance, enjoyment, and exertion when playing casual exergames with upper body movement interactions in seated and standing positions. RESULTS: Study 1 showed that perceived control was significantly higher for upper body movement interactions than for full body movement interactions (P=.04), but there were no significant differences regarding perceived exertion (P=.15) or immersion (P=.66). Study 2 showed that positive affect increased significantly for both standing (P=.003) and seated (P=.001) gameplay. The participants in the standing gameplay group showed slightly higher actual exertion; however, there were no differences between the groups in terms of positive affect, perceived exertion, enjoyment, or performance. CONCLUSIONS: Casual exergames controlled by upper body movement interactions in seated gameplay can produce similar psychological effects and physical exertion as upper body movement interactions in standing gameplay and full body movement interactions. Therefore, upper body and seated casual exergames should not be overlooked as a suitable microbreak activity.