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University students' ability-expectancy beliefs and subjective task values for exergames
ARTICLE

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Computers & Education Volume 75, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The purpose of this study was to use the Eccles' expectancy-value model of choice as a framework to examine university students' expectancy beliefs and task values in exergaming systems compared to those in physical education activities. Two hundred and thirty two first-year undergraduate students at the Democritus University of Thrace completed questionnaires assessing their expectancy-related beliefs, subjective task values, and intention for future participation in the physical education and the exergames fields. Participants' activity level was also assessed using the Godin and Shephard leisure-time exercise questionnaire. Results indicated that expectancy-related beliefs and task values are positively correlated and both constructs are correlated to intention to participate in the future for the physical education and the exergames fields. Expectancy-related beliefs, task values, and intentions across fields, however, were not correlated supporting the hypothesis that exergames represent a distinct field from traditional physical education activities. Physical education was considered as more important and more useful than exergames, nevertheless inactive students found exergames to be more interesting than physical education activities. In addition inactive students had higher beliefs about ability and higher intention for future participation in exergames activities were compared to those of physical education. Conclusively, findings support the notion that exergames could be integrated into physical education and recreation programs in order to attract inactive young adults.

Citation

Vernadakis, N., Kouli, O., Tsitskari, E., Gioftsidou, A. & Antoniou, P. (2014). University students' ability-expectancy beliefs and subjective task values for exergames. Computers & Education, 75(1), 149-161. Elsevier Ltd. Retrieved December 10, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2014.02.010

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