Exploring the Reasons for Preferring Digital Games Over Physical Activity Games in Adolescents: A Qualitative Study.

PURPOSE: In the current world, adolescents are less likely to turn to physical activity games and often prefer to spend more time in the technological and digital world and have fun with digital games. This study aimed to explore reasons for preferring digital games to physical activity games in adolescents. METHODS: Twenty-one adolescents participated in this qualitative study. The participants' age ranged from 11 to 19 who participated in semistructured interviews. The recorded interviews underwent thematic analysis to identify overall themes. RESULTS: Five overall themes were identified from the interviews regarding reasons for preferring digital games over physical activity games. Identified themes included game characteristics, game space, game outcomes, peer pressure, and accessibility. DISCUSSION: The findings of this research contribute to design adolescent-centered interventions that sustain/increase adolescents' interest in physical activity games and protect them from excessive/harmful use of digital games.

Analysis of the Variability of the Game Space in High Performance Football: Implementation of the Generalizability Theory.

The analysis of variability in sport has shown significant growth in recent years. Also, the study of space management in the game field has not been object of research yet. The present study pretends to describe the variability in the use of strategic space in high performance football. To do this, the spatial management of the Spanish men's soccer team when it is in possession of the ball has been analyzed, during its participation in the UEFA Euro 2012 championship. Specifically, 6861 events have been collected and analyzed. Different zoning of the field have been used, and the location of the ball has been recorded in each offensive action. Using the observational methodology as a methodological filter, two types of analysis have been carried out: first, a General Linear Model was implemented to know the variability of the strategic space. Models with two, three, four and five variables have been tested. In order to estimate the degree of accuracy and generalization of the data obtained, the Generalizability Theory was implemented. Next, and in order to estimate the degree of accuracy and generalization of the data obtained, the Generalizability Theory was implemented. The results showed that the model that produces greater variability and better explanation is the four-variable model (P = 0.019; r 2 = 0.838), with the inclusion of the variables match half, rival, move initiation zone and move conclusion zone. Next, an optimization plan was implemented to know the degree of generalization with the Rival, Start Zone (SZ) and Conclusion Zone (CZ) facets. The available results indicate that it is based on an adequate research design in terms of the number of observations. The results of the present study could have a double practical application. On the one hand, the inclusion of the game's space management in training sessions will potentially conceal the true tactical intention. On the other hand, knowing the variability of the strategic space will allow to exploit areas of the optimal playing field to attack the rival team.

Problem-solving for STEM learning: navigating games as narrativized problem spaces for 21st century competencies.

Identifying educational competencies for the 21st workplace is driven by the need to mitigate disparities between classroom learning and the requirements of workplace environments. Multiple descriptors of desired 21st century skill sets have been identified through various wide-scale studies (e.g., International Commission on Education for the 21st Century) and consistently within the context of science, technology, engineering, and mathematics (STEM) learning, the ability to problem solve, particularly complex problem-solving, remains a crucial competency. In this paper, we look at how current contemporary spaces such as the immensely popular, massively multiplayer online role-playing game(MMORPG), World of Warcraft, (WoW) afford problem-solving skill acquisition in the context of Singaporean youth learners. Given that WoW exists as a contextual space with an overarching narrativized problem to be solved, our investigation focused on two important related constructs that underpin learners' problem-solving trajectory-learning and identity becoming within contemporary domains of technology learning. We present findings of an ethnographic investigation of one youth gamer within the affinity spaces of WoW. Moving away from traditional mentalistic construals of problem-solving, our findings indicate that problem-solving within WoW may be characterized by a triadic-D model of domain, disquisitional, and discursive practices within self, social, and structural dialectics. Theoretical considerations for broadening the understanding of a situated and embodied notion of problem-solving and identity becoming within STEM learning are proposed.