Using an ice-skating exergame to foster intercultural interaction between refugees and Dutch children

Abstract

The aim of this study was to evaluate whether an ice-skating exergame can stimulate intercultural social interaction between refugees and Dutch children in controlled play sessions organized at elementary schools. We conducted an exploratory qualitative study based on observations of exergame play sessions and structured interviews conducted after the play sessions. A total of 58 children (7-12 years old), divided into 29 couples, each of which consisted of a refugee and a Dutch child, played the game at two Dutch elementary schools. We used Johnson and Johnson’s theoretical framework for cooperative interaction to structure the observations and analyze the results. A total of 8 dimensions (positive interdependence, individual accountability, face-to-face promotive interaction, social skills, self-analysis, language barrier, lack of teacher’s training barrier and preventing formation of pseudo-groups), were used to analyze the ways in which the game facilitated social interaction among participants. The results showed that in controlled playing sessions the game could be used to foster positive interdependence, individual accountability and face-to-face promotive interaction.