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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.017 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.004 | 0.004 |
| Bibliometrics | 0.006 | 0.006 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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 source (direct Gemma or distilled Codex), 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".