Relevant bibliographies by topics / Active video games

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Active video games'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Active video games"

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Kirk, Sam, and Andrew Manley. "The Active Video Game Paradox." International Journal of Serious Games 7, no. 1 (2020): 3–21. http://dx.doi.org/10.17083/ijsg.v7i1.341.

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Evidence shows inactivity and obesity are a substantial global burden, economically and physiologically. Sedentary screen time strongly contributes to this burden. Sedentary screen time is often achieved through video game play. Active video games (AVGs) tried to solve the screen time problem. AVGs work, having small to moderate positive effects on activity levels and body composition changes. However, they perform consistently poorly on the commercial market. This represents a paradox: AVGs work pragmatically, yet underperform commercially, limiting their impact practically. The purpose of this study was to explore this paradox with the aim of understanding how AVGs compare to non-active video games (NAVGs), based on gameplay experience. Findings revealed that AVGs have a significant negative comparison to NAVGs. Qualitative exploration highlighted several important considerations; gamer motivation, the lack of quality and variety in AVGs, the stereotype in AVGs, and the practical limitations of the hardware that supports AVGs. Perception of an augmented reality platform, a potential solution to the issues, was found to be positive.
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Scharrer, Erica, and Adam Zeller. "Active and Sedentary Video Game Time." Journal of Media Psychology 26, no. 1 (2014): 39–49. http://dx.doi.org/10.1027/1864-1105/a000109.

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This study used survey methodology to measure opinions of 13- to 15-year-olds (N = 176) about sedentary and active video games and the relative amount of time spent with those games, and evaluated correlations between time spent with those two types of games and the body mass index (BMI) of the respondent. Results showed no evidence of any correlation between BMI and relative time devoted to video game usage by type of game (active versus sedentary), nor any support for a correspondence between overall levels of time spent with video games and BMI. Yet, the data did point to a nonlinear association in which those who devoted more than 50% of the total time they spend with video games on sedentary games had a higher BMI than those who spent less than 50% of their video gaming time with sedentary games. Important gender differences also emerged in the adolescents’ opinions of active versus sedentary games.
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Henry, Isaac, and Greg Farnell. "Energy Cost of Active Video Games." Medicine & Science in Sports & Exercise 46 (May 2014): 385. http://dx.doi.org/10.1249/01.mss.0000494328.90114.67.

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Cortis, Cristina, Giuseppe F. Giancotti, Giuseppe Razzano, et al. "Energy Expenditure during Active Video Games." Medicine & Science in Sports & Exercise 47 (May 2015): 768. http://dx.doi.org/10.1249/01.mss.0000478833.87212.61.

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Chaput, Jean-Philippe. "Do active video games increase food intake?" American Journal of Clinical Nutrition 94, no. 4 (2011): 1155. http://dx.doi.org/10.3945/ajcn.111.022400.

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Lenzer, J. "US heart association endorses active video games." BMJ 340, may25 2 (2010): c2802. http://dx.doi.org/10.1136/bmj.c2802.

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Foley, Louise, and Ralph Maddison. "Use of Active Video Games to Increase Physical Activity in Children: A (Virtual) Reality?" Pediatric Exercise Science 22, no. 1 (2010): 7–20. http://dx.doi.org/10.1123/pes.22.1.7.

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There has been increased research interest in the use of active video games (in which players physically interact with images onscreen) as a means to promote physical activity in children. The aim of this review was to assess active video games as a means of increasing energy expenditure and physical activity behavior in children. Studies were obtained from computerised searches of multiple electronic bibliographic databases. The last search was conducted in December 2008. Eleven studies focused on the quantification of the energy cost associated with playing active video games, and eight studies focused on the utility of active video games as an intervention to increase physical activity in children. Compared with traditional nonactive video games, active video games elicited greater energy expenditure, which was similar in intensity to mild to moderate intensity physical activity. The intervention studies indicate that active video games may have the potential to increase free-living physical activity and improve body composition in children; however, methodological limitations prevent definitive conclusions. Future research should focus on larger, methodologically sound intervention trials to provide definitive answers as to whether this technology is effective in promoting long-term physical activity in children.
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Merino-Campos, Carlos, and Héctor Del Castillo Fernández. "Los beneficios de los videojuegos interactivos: una aproximación educativa y una revisión sistemática de la actividad física." Journal of New Approaches in Educational Research 5, no. 2 (2016): 115–22. http://dx.doi.org/10.7821/naer.2016.7.164.

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<p class="AbstractText">This article sets out to conduct a systematic review of the current literature on active video games as potential educational tools for physical education or physical activity. To begin with, research on active video games for educational and physical purposes has been examined with the purpose of verifying improvement of attitudes, intellectual skills, knowledge, motor skills and physical properties associated with physical activity and physical education. A second aim will be to determine the effectiveness of active video games compared with traditional approaches to physical activity. From this perspective, a systematic literature search from relevant international databases was conducted from January to July 2015 in order to find papers published in journals or conference proceedings from January 2010 onwards. Then, 2648 references were identified in database searches and 100 of these papers met the inclusion criteria. Two main conclusions are to be drawn from this research. Firstly, controlled studies demonstrate that active video games increase capacities in relation to physical activity and education. Secondly, Research also shows that physical activity interventions designed and measured using behavioural theories are more likely to be successful in comparison with traditional exercise activities.</p>
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Treglia, Eugenia, Angela Magnanini, and Gianni Caione. "Video Games and Accessibility." International Journal of Digital Literacy and Digital Competence 10, no. 2 (2019): 29–36. http://dx.doi.org/10.4018/ijdldc.2019040103.

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This essay aims, through a hermeneutic-argumentative approach, to present some ideas for inclusive teaching, starting with an educational re-evaluation of video games, for years considered a mere form of entertainment. Their use as educational mediators is a useful response to the needs of a school that is increasingly aware of the educational needs of all pupils. Through the recovery of the recreational dimension and the Accessibility paradigm, it is possible to offer teachers guidance and design insights in order to create educational itineraries of inclusion, finding in video games a possible tool capable of engaging the class in common activities, on the basis of equal opportunities and active participation, additionally for the development of digital skills.
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Liang, Yan, Patrick W. C. Lau, Yannan Jiang, and Ralph Maddison. "Getting Active with Active Video Games: A Quasi-Experimental Study." International Journal of Environmental Research and Public Health 17, no. 21 (2020): 7984. http://dx.doi.org/10.3390/ijerph17217984.

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Given the cultural emphasis on academic achievement and environmental constraints to physical activity (PA), active video games (AVGs) may be used to decrease sedentary behavior and increase PA of Hong Kong children. This study explored the potential of a school-based AVG intervention on sedentary time, PA, body composition, and psychosocial factors among children. Eighty-seven children (intervention n = 30) were recruited from one primary school. Classes in Grades 4–6 were allocated to either the intervention group or the control group in a 2:1 ratio. The eight-week intervention involved children playing AVGs in an after-school class twice a week. Participants in the control group continued with their usual activities. Outcome included the change of participants in sedentary time, PA, percentage body fat, body mass index (BMI), and psychosocial variables (enjoyment, self-efficacy and social support), from baseline to eight weeks. No significant group differences were observed in sedentary time (−33.9 min/day, 95% CI −70.8 to 4.8; p = 0.07). The intervention group significantly increased total PA (53.7 counts/min, 95% CI 8.6 to 104.2; p = 0.04) compared with those in the control condition. No differences were found in body composition and psychosocial variables. However, significant treatment effects were found on BMI z score among boys (−0.1, 95% CI −0.2 to 0; p = 0.04). An eight-week school-based AVG intervention delivered during after-school hours was effective in increasing activity levels among Hong Kong children. The treatment effects of AVGs on sedentary behavior and body composition need to be further demonstrated in a more robust study, especially in boys.
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Dissertations / Theses on the topic "Active video games"

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Gribbon, Aidan. "Active Video Games and Energy Balance in Male Adolescents." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32275.

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Active video games (AVG) have been shown to acutely increase energy expenditure when compared to seated video games; however, the compensatory effects on energy intake and subsequent energy expenditure are largely unknown. The main objective of this thesis was to examine the acute effects of AVG on energy intake and expenditure in male adolescents. Our results suggest that male adolescents compensate for one hour of AVG play by decreasing their physical activity levels for the remainder of the day. There was no compensation in acute energy intake with AVG play. The results from this thesis suggest that the benefits of one hour of Kinect™ AVG play are offset within 24 hours in male adolescents. Therefore, caution must be exercised when prescribing AVG for interventions aimed at preventing/treating childhood obesity.
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Pentzien, Cassandra. "Ego Depletion and Active Violent Media: Video Games, Self-Control, and Aggression." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1446999788.

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Braaf, Adele. "A grounded theory for active video game design to promote gamer engagement and immersion." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2724.

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Thesis (MTech (Information Technology)--Cape Peninsula University of Technology, 2017.<br>Active Video Games (AVGs) are a form of video games that rely on gamer motion as the main source of interaction between the AVG and the player. These AVGs serve a number of purposes, such as medical rehabilitation, education, social development, and motor skill development, among others. Prolonged play of AVGs is not sustainable as gamers lose interest in playing AVGs after the initial period of acquiring them. Therefore, the following research question was posed: “What design factors contribute to an engaged and immersed AVG experience?” The aim was to explore the inhibiting and enhancing factors influencing engagement and immersion among AVG gamers, as well as to develop a theory of AVG design. Constructivist Grounded Theory (CGT) was used as the methodology to carry out this study, which adopted an inductive approach towards the research to construct a theory firmly grounded in the data. Play Active Theory (PAT) is the outcome of this process, which explores the engagement and immersion factors related to AVG design as well as the abandonment and replayability of AVGs. PAT was compared to existing engagement and motivation theories as part of the CGT process, and further refined. In closing, the research question was answered and the aims of the study were met. A reflection account of the research journey concludes the thesis.
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Mellecker, Robin Rochelle. "The conversion of sedentary time to active time in children: the role of activity enhanced video game play." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44525114.

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White, Kathleen. "Energy expenditure and enjoyment of active video games vs. other activities in 10-12 year old boys." AUT University, 2008. http://hdl.handle.net/10292/934.

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Children are becoming more inactive and are spending a significant proportion of their time participating in screen-time sedentary behaviours. New generation active video games may provide an opportunity to convert traditional sedentary screen-time into active screen-time. The aims of this thesis were to: 1) determine the metabolic costs of different activities; 2) determine whether experience and fitness influence the metabolic costs of active video games; and 3) determine children's enjoyment of active video games. Accordingly, this thesis is presented as two papers. Twenty-six boys' (11.4 ± 0.8 yr) participated in the study. Each performed sedentary activities (resting, watching television and sedentary gaming), active video games (Nintendo® Wii Bowling, Boxing, Tennis, Skiing and Step Aerobics), traditional physical activities (walking and running) and a maximal fitness test. During all activities oxygen uptake and heart rate were measured and energy expenditure (EE) calculated. The active video games resulted in a significantly higher EE compared to rest (63-190%, p<0.05). No significant differences in EE were found between the most active video games (Wii Boxing and Wii Step) and walking. The intensities of the active video games were low (≤ 3 METSmeas). There was no evidence to suggest that gaming experience or aerobic fitness influenced EE during active video game play. Using the same sample, the aim was to determine the participants' enjoyment of active video games sedentary activities and physical activities. Participants' enjoyment was measured using the Physical Activity Enjoyment Scale immediately after the activities. The percentages of children that enjoyed each activity were: walking (39%), television (58%), running (60%), PS3 (73%), Wii Boxing (88%), Wii Tennis (77%), Wii Fit (75%) and Wii Bowling (89%). The active video games were the most enjoyable activities irrespective of participants' weight status, fitness and experience. The metabolic costs of active video games suggest that they may be suitable for future interventions which are aimed at decreasing time spent in sedentary behaviour. However, as they are low intensity activities, active video game play time should not be accumulated as part of the 60-minutes of daily moderate to vigorous physical activity that is currently recommended for children.
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Liang, Yan. "Effects of active video game intervention on promoting physical activity among Hong Kong Chinese children." HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/199.

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Background: It is widely recommended that children engage in at least 60 minutes of moderate-to-vigorous physical activity (MVPA) per day for health, well-being and development benefits. However, few Hong Kong children are physically active. Environmental factors unique to Hong Kong, such as dense population, highly urbanized, and high level of outdoor air pollution, suggest need to develop indoor PA programs. Active video games (AVGs) may provide an innovative approach to designing such indoor programs. Aim: This thesis sought to identify opportunities for interventions using AVGs to promote PA among children, and to develop and evaluate the effect of an AVG intervention on PA among Hong Kong Chinese children. We also intended to clarify the mechanisms of the intervention. Methods: Three studies were undertaken for the aim of the thesis. First, a systematic review was conducted to evaluate the effects of AVGs on PA and PA-related outcomes (i.e. psychosocial factors and fitness) among healthy children. Secondly, a validation study was conducted that examined the validity and reliability of three scales used to measure PA-related self-efficacy, social support, and enjoyment among Hong Kong Chinese children aged 9-12 years (n=273). Third, a quasi-experimental study was conducted that examined the effects of a school-based AVG intervention on PA, sedentary time, body composition, and psychosocial factors (self-efficacy, social support, and enjoyment) among Hong Kong children aged 9-12 years (n=87). Moderation and mediation effects of psychosocial factors on PA were also tested in the study. Results: In the first study, fifty-four articles were identified in the review. AVG led to light to moderate intensity PA among children. No effect was identified of AVG on PA in the home setting. Structured AVG play (i.e. AVG play of participants organized by teachers or researchers) may improve PA. However, none of the previous school-based AVG interventions have measured habitual PA objectively. In the second study, confirmatory factor analyses supported the one-factor structure of the tested scales. All of the psychosocial factors (self-efficacy, social support from family, social support from friends, and enjoyment) were significantly (p<0.01) associated with self-reported PA (r ranged from 0.23-0.40). All of the scales suggested acceptable internal consistency (Cronbach’s alpha>0.7) and test-retest reliability (intraclass correlation coefficient>0.7). The third study found that an AVG intervention delivered during after-school hours, approximately twice a week, significantly (p<0.05) increased total PA (counts per minute) and reduced sedentary behavior at week 8. However, this treatment effect was not maintained at 15 weeks when the frequency of AVG play decreased to approximately once a week during weeks 9-15. No significant differences were noted on body mass index z score and percentage body fat, and PA related psychosocial factors. The measured psychosocial factors did not act as mediators or moderators in this intervention. Discussion: AVGs may be useful to promote PA of children when it is structured. Future interventions should consider the frequency of AVG play in order to increase PA. AVG play should occur at least twice a week based on current research. Other components may be necessary to enhance the treatment effects of AVG interventions on PA among children.
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Hansen, Lisa Witherspoon. "Six Fifth Grade Students Experiences Participating in Active Gaming during Physical Eduction Classes." Scholar Commons, 2009. https://scholarcommons.usf.edu/etd/2001.

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As technology and sedentary lifestyles have become an integral part of children's lives, so too has the prevalence of childhood obesity. Although video games are often associated with influencing sedentary behaviors, active gaming is a new genre that requires children to become physically active while playing the games. In this inquiry I explored six fifth grade students' experiences participating in active gaming in physical education classes for 30 minutes, twice weekly, during an eight week (16 sessions) study. I used qualitative methods including interviews, journal entries, and observational field notes. Analysis of data revealed students have a "Persistence to Game" (P2G) when participating in active gaming during physical education. When students experience P2G I considered them to be at "play" demonstrating play-like attributes. Persistence to game includes eight elements. Although not all elements need to be present at the same time, when these elements interact, students experience flow. The discoveries of this study suggest active gaming can be an appropriate tool used in 21st century physical education classes that appeals and is desirable to students.
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Reynolds, Katherine J. "Narrative, Body and gaze; Representations of Action Heroines in Console Video Games and Gamer Subjectivity." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363616108.

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Palma, Nuno Miguel Canto da. "Atividade física, obesidade e videojogos ativos na escola. Um estudo sobre hábitos e práticas de jogos em jovens do ensino básico e secundário." Doctoral thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/18305.

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Atualmente, um novo conjunto de jogos suscita a atenção dos jovens: os videojogos ativos que combinam o jogo e a atividade física na vida quotidiana dos participantes. Trata-se de uma ferramenta que se encontra disponível no mercado e que pode ser utilizada para motivar os alunos a realizarem mais atividade física. Esta tese teve como objetivo conhecer e compreender o uso dos videojogos dos alunos de uma escola do 3° ciclo do ensino básico e secundário. Para isso, baseou-se no conhecimento dos hábitos, comportamentos, preferências e níveis de motivação destes jovens na prática destas tecnologias e na avaliação do impacto da atividade física regular com recurso ao uso de videojogos ativos em jovens alunos da escola, na condição de pré-obesos e obesos. O estudo contou com duas fases: a primeira, realizada através de uma investigação por inquérito à população estudantil de uma escola pública portuguesa e a segunda efetuada com recurso a um plano "single subject research”. Baseado nos resultados da primeira fase, a pesquisa revelou que a prática de videojogos ativos foi ligeiramente mais comum entre as raparigas do nos rapazes. Verificou-se que pouco mais de metade dos participantes com experiência em videojogos ativos utilizaram a consola Nintendo Wii para jogar e que os alunos jogam essencialmente pelo divertimento e desafio. Os resultados obtidos na segunda fase revelaram que a prática de videojogos ativos pode proporcionar um aumento da atividade física nos jovens, aumentando o seu nível de aptidão em relação à situação de repouso e elevando os níveis de perceção subjetiva do esforço. As atividades propostas e desenvolvidas com recurso a este tipo de videojogos interativos potenciaram o nível de satisfação dos jovens envolvidos neste estudo que se encontram em situação de obesidade ou de pré-obesidade que foram sempre por eles classificados como agradáveis. Assim, este revelou-se um trabalho promissor no que respeita à associação proveitosa de atividades de prazer e de lazer com a prática de videojogos ativos em jovens; ABSTRACT: Currently, a new set of games draws the young people1S attention: the active video games which combine physical activities and the players' everyday life. This is a commercially available tool and can be used to motivate students to exercise more. This dissertation aims at learning and understanding how and why elementary and high school students' use video games. ln order to achieve this goal, habits, behaviors, preferences and levels of motivation of these youngsters, when using these technologies, were studied. The impact of regular physical activities using active video games in obese and pre-obese students was also assessed. This study had two stages: the first derived from a research using an inquiry to the student population of a Portuguese public school; and the second one was developed with the help of a “Single subject research” plan. Based on the results of the first stage, the research revealed that playing active video games it is slightly more common among girl than boys. A little over half of the participants in the research with experience in active video games were found to be using Nintendo Wii and these played mostly for fun, as well as for the challenge. The second stage results showed that playing video games can provide an increase in young people1S physical activities and thus developing their competence, as opposed to resting, and raising the levels of subjective effort awareness. The suggested activities, which were carried on using this kind of interactive video games, foster the levels of satisfaction in the young people involved in this study who are considered obese or pre-obese and have always been regarded as pleasant. Thus, this was a promising task in what the combination of pleasure and leisure activities is concerned by engaging in active video gaming amongst young people.
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Bloom, Victoria. "Multiple Action Recognition for Video Games (MARViG)." Thesis, Kingston University, 2015. http://eprints.kingston.ac.uk/37171/.

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Action recognition research historically has focused on increasing accuracy on datasets in highly controlled environments. Perfect or near perfect offline action recognition accuracy on scripted datasets has been achieved. The aim of this thesis is to deal with the more complex problem of online action recognition with low latency in real world scenarios. To fulfil this aim two new multi-modal gaming datasets were captured and three novel algorithms for online action recognition were proposed. Two new gaming datasets, G3D and G3Di for real-time action recognition with multiple actions and multi-modal data were captured and publicly released. Furthermore, G3Di was captured using a novel game-sourcing method so the actions are realistic. Three novel algorithms for online action recognition with low latency were proposed. Firstly, Dynamic Feature Selection, which combines the discriminative power of Random Forests for feature selection with an ensemble of AdaBoost classifiers for dynamic classification. Secondly, Clustered Spatio-Temporal Manifolds, which modelled the dynamics of human actions with style invariant action templates that were combined with Dynamic Time Warping for execution rate invariance. Finally, a Hierarchical Transfer Learning framework, comprised of a novel transfer learning algorithm to detect compound actions in addition to hierarchical interaction detection to recognise the actions and interactions of multiple subjects. The proposed algorithms run in real-time with low latency ensuring they are suitable for a wide range of natural user interface applications including gaming. State-of-the art results were achieved for online action recognition. Experimental results indicate higher complexity of the G3Di dataset in comparison to the existing gaming datasets, highlighting the importance of this dataset for designing algorithms suitable for realistic interactive applications. This thesis has advanced the study of realistic action recognition and is expected to serve as a basis for further study within the research community.
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Books on the topic "Active video games"

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Lampton, Christopher. Nintendo action games. Millbrook Press, 1991.

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Lampton, Christopher. Nintendo action games. Millbrook Press, 1991.

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4-6, 1. Of 2. Nintendo Action Games. Millbrook Press, 1991.

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The electrifying, action-packed, unusual history of video games. Capstone Press, 2011.

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Zimmerman, S. Scott. Action games for the Apple: How to design computer games. Scott, Foresman, 1986.

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(Firm), BradyGames, ed. Act of War: Direct action : official strategy guide. BradyGames, 2005.

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The Getaway: Official Strategy Guide. Prima Games, 2003.

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Video Game Bible, 1985-2002. Trafford Publishing, 2002.

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Averill, Alan. Conker's Bad Fur Day: The Official Nintendo Player's Guide. Nintendo of America, Incorporated, 2001.

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Entertainment, Acclaim. The Official Shadow Man Strategy Guide. Acclaim Entertainment, Incorporated, 1999.

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Book chapters on the topic "Active video games"

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Heuvelink, Annerieke, Erwin C. P. M. Tak, and Nico Van Meeteren. "The Opinions of People in the Netherlands over 65 on Active Video Games: a Survey Study." In Games for Health 2014. Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-07141-7_9.

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Yu, Rita W. L., Wai Hung Yuen, Lu Peng, and Alan H. S. Chan. "Acceptance Level of Older Chinese People Towards Video Shooting Games." In Human Aspects of IT for the Aged Population. Healthy and Active Aging. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50249-2_50.

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Soldati, Marco, Carmen Zahn, Doruk Bildibay, et al. "Create Video Games to Promote Well-Being of Elderly People – A Practice-Driven Guideline." In Human Aspects of IT for the Aged Population. Healthy and Active Aging. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50249-2_29.

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Hooks, Ed. "Video games." In Acting for Animators. Routledge, 2017. http://dx.doi.org/10.4324/9781315618272-6.

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Nae, Andrei. "Immersion in mainstream action games." In Immersion, Narrative, and Gender Crisis in Survival Horror Video Games. Routledge, 2021. http://dx.doi.org/10.4324/9781003019022-3.

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Feng, Jing, and Ian Spence. "Playing Action Video Games Boosts Visual Attention." In Video Game Influences on Aggression, Cognition, and Attention. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95495-0_8.

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Chen, XiaoLong, Kaustubha Mendhurwar, Sudhir Mudur, Thiruvengadam Radhakrishnan, and Prabir Bhattacharya. "Learning Human Action Sequence Style from Video for Transfer to 3D Game Characters." In Motion in Games. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16958-8_39.

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Papagiannis, Tasos, Georgios Alexandridis, and Andreas Stafylopatis. "GAMER: A Genetic Algorithm with Motion Encoding Reuse for Action-Adventure Video Games." In Applications of Evolutionary Computation. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16692-2_11.

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Roque, Nelson A., and Walter R. Boot. "Action Video Games DO NOT Promote Visual Attention." In Video Game Influences on Aggression, Cognition, and Attention. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95495-0_9.

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Ganiti, Aikaterini, Nikolaos Politopoulos, and Thrasyvoulos Tsiatsos. "The Impact of Background Music on an Active Video Game." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75175-7_3.

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Conference papers on the topic "Active video games"

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Winn, Brian M., Wei Peng, and Karin Pfeiffer. "Player guiding in an active video game." In 2011 IEEE International Games Innovation Conference (IGIC). IEEE, 2011. http://dx.doi.org/10.1109/igic.2011.6115107.

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Xian, Jiajun, and Dan Yang. "The Evolution of People'S Interest in Video Games." In 2018 15th International Computer Conference on Wavelet Active Media Technology and Information Processing (ICCWAMTIP). IEEE, 2018. http://dx.doi.org/10.1109/iccwamtip.2018.8632566.

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do Carmo, Joao, Ricardo Goncalves, Rui Batalau, Jose Guilherme, and Antonio L. Palmeira. "Active video games in schools to enhance children's physical activity." In 2013 IEEE 2nd International Conference on Serious Games and Applications for Health (SeGAH). IEEE, 2013. http://dx.doi.org/10.1109/segah.2013.6665320.

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Langerak, Robin, Monica Zaczynski, and Anthony Whitehead. "At the intersection of sports and MMORPGs: A new model of active video games." In 2014 IEEE Games, Media, Entertainment (GEM) Conference. IEEE, 2014. http://dx.doi.org/10.1109/gem.2014.7048079.

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Pranata, Ilung, Reem Altamimi, and Geoff Skinner. "An Adaptive Framework Allowing Active Video Games to Address Child Obesity." In Annual International Conference on Computer Games Multimedia and Allied Technologies (CGAT 2014). Global Science and Technology Forum, 2014. http://dx.doi.org/10.5176/2251-1679_cgat14.16.

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do Carmo, Joao, Ricardo Goncalves, Rui Batalau, and Antonio L. Palmeira. "Active Video Games and Physical Activity in overweight children and adolescents." In 2013 IEEE 2nd International Conference on Serious Games and Applications for Health (SeGAH). IEEE, 2013. http://dx.doi.org/10.1109/segah.2013.6665323.

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Ballaz, Laurent, Maxime Robert, Martin Lemay, et al. "Active video games and children with cerebral palsy: the future of rehabilitation?" In 2011 International Conference on Virtual Rehabilitation (ICVR). IEEE, 2011. http://dx.doi.org/10.1109/icvr.2011.5971808.

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Campelo, Alexandre Monte, and Larry Katz. "Physical Literacy Promotion in Older Adults Using Active Video Gaming: A Sense of Presence and Attitudes Towards Exercise." In 2018 IEEE Games, Entertainment, Media Conference (GEM). IEEE, 2018. http://dx.doi.org/10.1109/gem.2018.8516546.

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Novak, Elena, and Janet Tassell. "Video Games that Improve ‘Learning to Learn’: Focus on Action Video Game Play Elements." In 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2017. http://dx.doi.org/10.1109/icalt.2017.152.

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Meng, Wang, Chen Yingfeng, Lv Tangjie, et al. "Reinforcement Learning with Action-Specific Focuses in Video Games." In 2020 IEEE Conference on Games (CoG). IEEE, 2020. http://dx.doi.org/10.1109/cog47356.2020.9231608.

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Reports on the topic "Active video games"

1

Thompson, Michael, and Cynthia Irvine. Active Learning with the CyberCIEGE Video Game. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada547670.

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