146 Chapter 2 Paper Country Target group N % male Age, mean (SD) Age range Intervention arms Intervention characteristics Assessments Variables measured Findings relevant for current review Shum et al. 2019*** China Children 459 NA 9.51 (0.69) 8-12 years 1. digital game combined with school-based teaching (applied game). 2. Control group (passive condition). 1. Eleven 20minute digital game-based lessons and eight 25- to 60 minute classroom teaching lessons, over a period of 4 to 6 months. 2. The control group only completed the questionnaires. Pre, post and 6-months FU. Anxiety symptoms, mental health knowledge, positive and negative thinking, perspective-taking, self-esteem; completion-rate (subgroup analyses). At post-test and FU, the intervention group showed significant improvements in mental health knowledge compared to the control group. For perspective-taking, the intervention group showed significant improvements at FU. The intervention was not effective in reducing anxiety and negative thinking. Staiano et al. 2018 USA Adolescent girls with overweight or obesity 41 0.0 16.00 (1.40) 14-18 years 1. Exergaming intervention, ‘Just Dance’ and ‘Dance Central’ games (casual games). 2. No-treatment control (passive condition). 1. Three weekly gaming sessions of 60 minutes, for 12 weeks. 2. Participants were asked to maintain their normal level of physical activity for 12 weeks and did not take part in the exergaming intervention. Pre and post. Height and weight, subjective health, peer support, health-related quality of life; enjoyment, evaluation of exergames. There was no difference by condition for health-related quality of life.
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