In this study, I explored the impact of exergaming on in-class physical activity (PA) and motivation in physical education. Elementary children participated in a 4-week exergaming unit and a 4-week fitness unit. A t test showed the children's in-class PA in the exergaming unit was significantly lower than in the fitness unit. Results also indicated that students' situational interest in exergaming was significantly higher than in the fitness unit at the beginning and end of instruction. Children's interest declined significantly in both units and at the same rate. The evidence suggests that exergames may have strong motivational power but it is premature to claim they will increase physical activity enough for children to receive health benefits in physical education.
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