Commercial exergames are popular entertainment games and beneficial for health and motivation. However, more evidence on their effectiveness in learning contexts is needed. The present pre-post longitudinal field study focused on whether and how a commercial dance exergame promotes student learning and on several experience factors when being integrated into formal school teaching across four regular sports lessons. In line with curricular guidelines, twenty students in sixth grade participated, practicing a dance choreography and competing against each other in groups. Motor learning was assessed in terms of changes in game scores and students’ self-rated dance skills, as well as their experienced dance and game enjoyment, learning motivation, group cohesion, and acceptance of video games. The results show that students’ objective and subjective measures of dance skills increased differently across the lessons, while their dance and game enjoyment did not change and was high across all lessons. Exploratory results indicate overall high learning motivation, group cohesion, and acceptance of video games for school teaching. Practical implications for school teaching are outlined, as well as prospects for further research on the educational effectiveness of exergames.

商业exergames是流行的娱乐游戏，有益于健康和动力。但是，需要更多证据证明其在学习环境中的有效性。当前的事后纵向田野研究侧重于商业舞蹈exergame是否以及如何促进学生学习，以及将其纳入四个常规体育课的正规学校教学中的若干经验因素。根据课程指南，六年级的二十名学生参加了舞蹈舞蹈的练习，并在小组中相互竞争。根据游戏分数的变化和学生的自我评价舞蹈技能，以及他们经验丰富的舞蹈和游戏乐趣，学习动机，团队凝聚力和视频游戏的接受度来评估运动学习。结果表明，学生对舞蹈技能的客观和主观衡量在整个课程中有所不同，而他们的舞蹈和游戏乐趣没有改变，并且在所有课程中都很高。探索性结果表明总体上具有较高的学习动机，团队凝聚力以及接受视频游戏进行学校教学。概述了对学校教学的实际意义，以及对运动游戏的教育效果进行进一步研究的前景。