Primary School Pupils' Views on Wearable Technologies
Author Information
Author(s): Wort Georgina K, Wiltshire Gareth, Sebire Simon, Peacock Oliver, Thompson Dylan
Primary Institution: University of Bath
Hypothesis
What are primary school pupils' experiences and perceptions of using wearable physical activity monitoring technologies within schools?
Conclusion
Pupils' perspectives can inform school-based interventions to address physical inactivity and associated inequalities.
Supporting Evidence
- Pupils expressed both positive and negative views about wearable technologies.
- Children highlighted the importance of not sharing individual activity data publicly to avoid negative emotions.
- Many pupils found that wearable devices motivated them to be more active.
- Concerns were raised about privacy and the potential for devices to distract in class.
- Children suggested that schools should provide equal access to wearable devices for all students.
Takeaway
This study shows that kids have important thoughts about using fitness trackers in school, and their opinions can help make things better for everyone.
Methodology
Nine semi-structured focus groups were conducted with Year 5 and 6 pupils from 5 primary schools, analyzed using a reflective thematic approach.
Potential Biases
Social desirability bias may have influenced pupils' self-reported activity levels.
Limitations
The sample may not represent all demographics, as it lacked diversity and included fewer pupils from marginalized communities.
Participant Demographics
41 pupils (19 girls, 22 boys) aged 9-11 from 5 primary schools in South West England.
Digital Object Identifier (DOI)
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