Dance Dance Education
In this phenomenological study, an interview was initiated to gain understanding of the lived experience of an 18-year-old high school senior, and what it was like learning to play Dance Dance Revolution and how and why she developed into an expert. This interview was initiated to gain insight into using DDR for an after-school program so that a culture could be created to maintain engagement over an extended period. The intention of this after-school program was to find engaging activities to influence girls 8–14 to increase activity level, reduce obesity, and increase bone density. The key element of this interview was to help educators understand why she made the commitment to learning DDR and how this might implemented in the after-school program. The informant made significant investment in time, effort, and resources into becoming an expert in DDR, balancing gameplay with her responsibilities of being a student in a high school International Baccalaureate program, playing varsity soccer, and playing an instrument in a traveling orchestra. What was found was that the interview methodology and the response began to clarify and explain the commitment and enjoyment of learning for community and the relationship building that influenced the attribution process of determining fun and further commitment to play. The key factor seemed to be the relationships. She would practice each night by herself at home to get ready for play in social situations on the weekend with friends. This play with friends prolonged and deepened the experience, which eventually extended to family members, and began to create new understandings through the new shared experience even in familiar relationships through gameplay.