The Effect of Extended Reality Exercise on Physical Activity and Physical Performance in Children and Youth: A Scoping Review
Bibliographic record
Abstract
Physical activity is vital for children’s and youth’s healthy growth and development. Despite the physical, psychological, and social benefits, many children and youth are not physically active enough. Extended reality exercise (XRE), which incorporates virtual, augmented, and mixed reality exercise-based gaming, has been touted as a possible tool for not only promoting physical activity but also developing physical performance. Accordingly, we conducted a five-stage scoping review to identify themes and gaps in the literature pertaining to the application of XRE in physical activity-related research. We identified a positive impact of XRE on physical activity and performance in children and youth, including those with and without impairments, with a predominant preference for nonimmersive virtual reality in the majority of studies. There is a paucity of studies that specifically investigate the effects of XRE on physical activity in impaired children and youth. Likewise, more research is needed to determine how XRE can be leveraged to develop physical performance in nonimpaired children and youth. There is also a need for more large-sample studies that incorporate fully immersive XRE.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".