we used a mixed quantitative and qualitative study to specify the effects of integration gamification and virtual reality in the physical activity program. We utilized several games such as “power beat”, “beat saber”, “ninja fruit”, “super saver”, “big brother”, “table tennis”, “traffic rider”, “piano tiles” and finally “box VR”. Each group must play games with physical activity and after exerting physical activity and playing game successfully, they receive a badge. Analyses were conducted using IBM Statistics SPSS 25.0 software. we used independent-samples T-test to compare results.The Independent Samples T-Test compares the means of two independent groups in order to determine whether there is statistical evidence that the population means are significantly different.In the next sections, we defined some interventions.
In all studies have utilized an intervention to perform physical activity successfully. Flexible ecological intervention that educates trainers to offer opportunities for children, enhance MVPA and physical activity energy expenditure in school was used . Also, this fact which family support is one of the essential elements for influencing physical activity was determined by . Furthermore, classroom-based brain breaks as an easy method to support physical activity in students was researched and results indicate which this way can be efficient . In another research, a hierarchical regression analysis was used to examine PA opportunities for children and showed the importance of teacher existence in a physical activity . Also, the ability of PA increasing in rural schools by environmental and policy interventions by school administers and educators was indicated by (Economo et al., 2018). Also, teaching by using CDs can be useful in decreasing BMI in overweight and obese children and adolescents as-much-as face to face education and participation in physical . Also, in children with cancer physical activity was examined and results indicated that active video games could play a useful role in increasing physical activity in children  and physical activity can be useful in cancer treatment. In addition, vast range of environmental intervention has been implemented to improve PA levels. By installing outdoor exercise equipment, reconstructing playground and increasing the amount of open green pace  and a growing number of built environment infrastructural changes (BEICs) to promote active transportation (AT) by walking and bicycling for transportation was examined by .
In all studies of above-mentioned interventions was utilized to affect individual for changing their behavior to perform physical activity. This study is aimed to enhance motivation in children to engage themselves. Therefore, we are going to use the virtual reality and gamification to affect them.
In the next section, motivation is defined and is examined in school curricula. Then, the gamification approach will be addressed.
Motivation was interpreted as which describes the direction and extent behavior. In other words, motivation is the extentcontinual effort directed towards a goal [23, 24]. In this regard, if students was derived to learn, they enhance their engagement and increased attempt for task completion than other neutral students in school [25, 26]. integration of technology into education motivation has increased in some researches [27, 28]. One of motivational models is ARCS model. The ARCS model was defined as combination motivational concepts, namely attention, relevance, confidence, satisfaction  which the aim of ARCS model to increase motivation in learning was determined.
So far, different ARCS model was extracted, ARCS+AT was defined by  utilizing stuff and checklist to promote assistant university faculty in e-learning. ARCS-V model which added volition for motivating learner and Volition as actions and attitudes regarding a steady effort to reach a goal was defined by . MVP model as integrative of intention, action control, information processing to explain the performance level of the learner was discussed by . Last model called ARCS+G model which utilized game dynamics to motivate leaner for performing tasks in students. There were various studies which used the ARCS model in education. Impacts of the flipped classroom method adapted to the ARCS’ Keller in a physics course was examined and results represented that student were motivated more than the control group . In addition, the effect of podcasting on student motivation align with the ARCS model was investigated in the online environment by . Also, ARCS’ motivation for analysis of the student stimuli in the design of an acid and bases unit in the chemistry was used and results indicated this model can be efficient to enhance motivation in student . Another research by  were showed that the ARCS model can apply to a variation of education setting such as course email, specific software, game.
In this paper, we used the ARCS+G model for driving students. In the next section, we address gamification for engaging individuals and virtual reality in different context.
There are very definitions for gamification, but the most applicable is the use of game elements in a non-game context in order to increase engagement . The purpose of gamification to change behavior users, and turning undesirable behavior into desirable behavior was defined.Behavior changes by using Elements of gamification include dynamics, mechanics, andaesthetics are performed. We use game mechanics such as point, leaderboard, badge, group tasks, level and dynamic games like reward, status, competition which was determined by [37, 38] to increase learning motivation. First, we define some mechanics such as point, badge, and leaderboard.
Point: this mechanic is used to reward users through multiple dimensions and different categories .
Badge: this mechanic is used to promote external recognition that the user comes to new levels and succeeded in the challenges . In other words, this type of rewards drive students and their fancy to complete the challenges . In this study, we used the trademark of Saaland health clubcalled thebadge (figure 1).
Leaderboard: this component indicates users’ relative position compared to others to indicate students’ achievements in order to improve incentives and uses competition as an incentive for behavior of individual [40, 41]. In our research, we used picture and name of users to challenge and the avatar of games brought for attraction (figure 2).
Sherman and Craig described virtual reality as the make-up of simulation computers to interact with the environment for the participant through virtual space . Using VR can be helpful and enhanced motivation in learning . It has begun suitable and reliable media to use in elementary school . Thus, VR can be utilized as a simulation-based education and permits students and educators to practice skillfulness for improvement, repetition, and non-dangerous failure . In this regard, the use of virtual reality in different context was investigated. Gamification and virtual reality in teaching 3D arts for examining the engagement of university students was utilized by  and results showed integration virtual reality and gamification can increase motivation in individual. Also, in other research, the use of AR for training, 3D presentations and interaction techniques for a better perception of scientific and cultural content is useful to engage student in learning . Another research a virtual physics laboratory in physics class was discussed by  and results reveal motivation improved for researching.
Total of 25 elementary students participated in our study. We performed this at the “Saaland Health club”.Saaland Health club is a profit and research institute in Iran whose goal is education and promotion of health to students with 5-15 old. Saaland Health club uses appealing games and virtual reality to affect children. Also, itadvises parents to help their students for performing physical activity in home. We used traditional and experimental ways. In the traditional method, children are asked to exert physical activity such as running, jumping, and other physical activities are educated by teachers, but in the experimental way the virtual reality in the same cases of physical activities is used and exerted by gamification approach(figure3, figure 4).
This study was carried out over a four- week period. Each student participated in process including two times a week for 45 minutes at the Saaland health club. Due to restrictions imposed by education institution, It was not possible to break up students into two groups: an experimental group and a control group. Consequently, all the students participated in both learning scenarios. To perform this study about combination gamification and virtual reality games, we divided all the students into diverse groups. We apply point, leaderboard, badge, group tasks, level to charm games. First, the story of the game was told to them and children were informed the game. Each group must go through three levelswhich contain three stages,and at every stage is assigned a point as a record. Every player(student) who earns score, a special badge attaches on their profile. The requirement to go to the higher level receiving three badges was determined. If all members of the group receive all badges of the stage, a celebration for finishing the stage will be held for them and go to the higher stage. Also, we permit students freely choose the games of each stage.
Levels (Table 1)
Level 1:consist ofthree games; “ninja fruit”, “super saver” and “traffic rider”. The first game in the form of virtual reality games, the second game in the form of Kinect games and the third game is an innovative game in which the students are sitting on a stationary bike and by pedaling the virtual motorcycle starts to move in the monitor.
Level 2: contain three games, namely “power beat”, “big brother”, “piano tiles”. Again, the first game is virtual reality, the second game is Kinect games and the third game is an innovative game that children are placed in an artificial boxing ring and have to play the piano with the boxing glove.
Level 3: comprise three games called, “beat saber” and “box VR” that both are virtual reality and the third game is “ralytaly” in the form Kinect game.
for each group was used a profile to see their level that they have gained. Also, in order to enhance attention to improve the physical activity in all the students, we create situations that sound of the games played in the environment.
In this search, physical activity enjoyment scale was used (PACES)  (Table 2).For measuring enjoyment apply questionnaires among children. To gather information about traditional and experimental design was used physical activity enjoyment scale. Children are young and it is difficult for them to understand the Likert spectrum. Thus,” yes” and “no” answers were used to answer questions. We show each question with abbreviation “Q”.