126 Chapter 2 Table A.11 Characteristics of the studies focussing on positive affect and negative affect and/or emotions Paper Country Target group N % male Age, mean (SD) Age range Intervention arms Intervention characteristics Assessments Variables measured Findings relevant for current review Alloway & Carpenter, 2021** USA University students 59 22.0 23.33 (3.70) 18-35 years 1. Playing Pokémon Go outside. 2. Walking outside without phone. 1-2. One hour. Pre and post. Positive and negative affect, verbal and visuospatial working memory, sustained attention, empathy. After playing Pokémon Go participants showed a decrease in negative affect, but not in the control condition. Andrade et al. 2019*** Brazil Healthy children 187*a 42.1 9.41 (0.48) 7-11 years 1. Playing exergames during PE classes, Just Dance 2015 (casual game). 2. Regular school PE classes (active condition). 1-2. Three 40-minutes sessions within 1 week. Pre and post. Mood (psychological states: depression, anger, mental confusion, and psychosomatic states: fatigue, tension, vigour). Playing exergames increased vigour and fatigue. Andrade et al. 2020*** Brazil Healthy children 187*a 42.1 9.41 (0.48) 7-11 years 1. Playing exergames during PE classes, Just Dance 2015. 2. Regular school PE classes. 1-2. Three 40-minutes sessions within 1 week. Pre and post. Mood (psychological states: depression, anger, mental confusion, and psychosomatic states: fatigue, tension, vigour), self-esteem, gender (moderator). Boys playing exergames showed higher tension compared to the PE group. Girls playing exergames showed higher levels of vigour than those from the PE group. In the exergame group, boys had higher levels of anger than girls. In the regular PE group, boys had lower scores for mental confusion than girls.
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