Background: Active videogames or exergames have been used as an innovative way to promote physical activity among various populations. People interest in videogames associated with the fun and entertaining nature of active videogames may trigger players’ situational interest with the consequence of increasing their engagement within the games. The goal of this study was to examine the impact of situational interest dimensions on college students’ physical activity when playing the design-based bike exergame Greedy Rabbit. Methods: Participants were a sample of 60 undergraduate students (Mage = 20.8, SD = 1.3, 18-25 years, 51.7 % males) recruited from the kinesiology department of a university located in the southern region of Belgium and assigned to an experimental group (N=41) or a control group (N=19) based on an incremental cycling test. Students in the experimental group engaged in one session of Greedy Rabbit while students in the control group engaged in one session of a placebo version of Greedy Rabbit. The length of the sessions ranged from 24 to 31 minutes. Results: Results for the control group indicated that players’ physical activity metrics (cadence, F(19,360) = 1.43, p = .11, heart rate, F(19,360) = 1.16, p = .29, and oxygen consumption, F(19,360) = 0.83, p = .67) were stable during the exergame. Results for the experimental group demonstrated effects of time on players’ physical activity metrics and revealed significant associations between change in players’ situational interest dimensions and physical activity metrics (cadence, F(19,800) = 26.30, p < .01, heart rate, F(19,800) = 19.77, p < .01, and oxygen consumption, F(19,800) = 10.04, p < .01). Conclusion: A design-based exergame approach may be a relevant strategy to design exergame in order to promote levels of physical activity compatible with health-related outcomes among college students.

The coronavirus outbreak has brought unprecedented measures, which forced the authorities to make decisions related to the instauration of lockdowns in the areas most hit by the pandemic. Social media has been an important support for people while passing through this difficult period. On November 9, 2020, when the first vaccine with more than 90% effective rate has been announced, the social media has reacted and people worldwide have started to express their feelings related to the vaccination, which was no longer a hypothesis but closer, each day, to become a reality. The present paper aims to analyze the dynamics of the opinions regarding COVID-19 vaccination by considering the one-month period following the first vaccine announcement, until the first vaccination took place in UK, in which the civil society has manifested a higher interest regarding the vaccination process. Classical machine learning and deep learning algorithms have been compared to select the best performing classifier. 2 349 659 tweets have been collected, analyzed, and put in connection with the events reported by the media. Based on the analysis, it can be observed that most of the tweets have a neutral stance, while the number of in favor tweets overpasses the number of against tweets. As for the news, it has been observed that the occurrence of tweets follows the trend of the events. Even more, the proposed approach can be used for a longer monitoring campaign that can help the governments to create appropriate means of communication and to evaluate them in order to provide clear and adequate information to the general public, which could increase the public trust in a vaccination campaign.

Identifying the specificity of students’ individual interest in physical education is necessary to capture the different facets of this construct. In contrast to existing questionnaires in education which assess the multidimensionality of individual interest, the current scale used in physical education consists of a single‐item measurement which rates students’ individual interest for multiple physical activities taught during lessons. Even if this single‐item rating provides a basis for classifying interest relative to others, it does not provide information about the nature and internal components of individual interest. Therefore, the purpose of this study was to develop a valid and reliable questionnaire measuring the multidimensionality of students’ individual interest in physical education. Four stages were followed: (1) the development of a preliminary version based on the findings of a literature review on individual interest and a committee process validation; (2) a first study conducted on 481 secondary school students to establish the factor structure, and internal reliability of this questionnaire; (3) a second study based on 243 secondary school students to confirm its factor structure and to test its temporal stability; and finally, (4) a third study with 253 students to test its concurrent validity. The final form of the questionnaire consists of a three‐factor structure based on 14 items that measure students’ individual interest in physical education: positive affect and willingness to reengage (five items), stored utility value (four items), and stored attainment value and knowledge‐seeking intentions (five items).

ABSTRACT Based on previous research and the limitations of existing questionnaires on teachers’ value orientations (VOs), the purpose of this study was to develop and provide validity evidence of two French-language versions of a physical education (PE) teachers’ VO questionnaire (OVEPS). The two versions are based on a model of 3 VOs (i.e., motor skills, self-awareness, and social knowledge). This paper describes the development of two forms of the OVEPS, i.e., a Likert-scale OVEPS and a forcedchoice OVEPS. Two studies were conducted; the first developed evidence of the internal structure (reliability and factorial structure) of the Likert-scale OVEPS. The second presented evidence of the internal structure of the forced-choice OVEPS and its relations to other variables (convergent and divergent correlations). The results showed that the forced-choice OVEPS was the best solution and revealed three distinct PE teacher priorities in France. This questionnaire is expected to be useful for developing future studies.

L’objectif de ce chapitre est de présenter et d’illustrer un modèle pour la conception de situations d’apprentissage en éducation physique et sportive basé sur les résultats de la recherche dans le domaine de l’intérêt en situation. L’intérêt est conceptualisé comme une variable motivationnelle, dépendante d’un contenu ou d’un objet, qui nous renseigne sur les raisons qui conduisent un élève à être motivé pour s’engager et apprendre un savoir déterminé (Renninger & Hidi, 2016). Il a été caractérisé dans la littérature scientifique sous la forme d’un intérêt individuel et d’un intérêt en situation. Alors que l’intérêt individuel correspond aux préférences relativement stables d’un élève vis-à-vis d’un objet particulier, l’intérêt en situation est défini comme l’effet attrayant des caractéristiques d’une activité sur les individus. A partir des évidences empiriques en éducation physique et sportive démontrant le lien entre la conception de situations d’apprentissage et la perception par les élèves d’un intérêt en situation, nous proposons un modèle pour aider les enseignants à concevoir des situations d’apprentissage permettant de déclencher cet intérêt en situation chez leurs élèves