Wii-learning: Using Active Video Games to enhance the learning experience of undergraduate sport psychology students

Abstract

The aim of the present study was to examine the efficacy of Active Video Games (AVGs) in creating an effective learning experience for undergraduate students. Students enrolled on a Level 5 (i.e. Year 2) sport psychology module (N=74) participated in four practical seminars demonstrating the impact of four psychological factors (e.g. anxiety) on sports performance. Students engaged in two seminars which included an AVG task (e.g. Wii Sports), and two sessions which included a non-AVG task (e.g. Quoits). Immediately after the conclusion of each practical session, students were asked to provide qualitative comments to describe and explain their experience of the seminar. Content analysis of students’ comments revealed four major themes: session approach, session experience, learning experience, and session feedback. Each theme is defined and discussed in relation to the efficacy of AVGs as a resource in the teaching of undergraduate sport psychology. The authors also reflect on their experience of adopting the innovative approach and highlight some of the potential challenges practitioners may face when attempting to integrate AVGs into their learning activities.