Player see, player do: Testing an exergame motivation model based on the influence of the self avatar

While the benefits of physically immersive video games, or exergames, have witnessed much research attention, less is known about the psychosocial processes that enable exergames to be an effective digital tool. An increasing number of exergames feature in-game graphical representations (avatars) of players and, and research shows that these avatars have the potential to influence self-perceptions. This study proposes an exergame motivation model based on the Social Cognitive Theory (SCT) that explores the impact of avatars on exergame players. The SCT suggests that individuals can learn through an enactive experience, and exergames appear to offer this form of learning through the presence of the player's in-game graphical representation (self avatar). 322 participants played an exergame for six sessions that feature self avatars. Structural equation modeling (SEM) results showed a good fit for the proposed exergame motivation model. Through the presence and behavior of the player's self avatar, the player learns by experiencing for himself/herself the results and consequences of his/her behavior within the exergame as he/she identifies with the character. Enjoyment was also found to partially mediate the relationship between identification with the avatar and exergame intention. The proposed exergame motivation model is likely to contribute to a deeper understanding of avatar and exergame effects and inform future research on health gaming interventions.