Teaching Sport Psychology to the XBox Generation: Further evidence for game-based learning

Objective: To extend recent research examining the impact of game-based activities on the learning experience of undergraduate psychology students. Design: A counterbalanced repeated measures design was employed to evaluate students’ learning experiences following their involvement in active game-based learning activities. Method: Students on a Level 5 sport psychology module (N=134) were asked to participate in four practical classes demonstrating the impact of psychological factors (e.g. anxiety) on sports performance. Two sessions were designed for each practical: one included the use of active video games (e.g. Kinect Sports); the other included a traditional active game-based activity (e.g. Reaction Time Game). Students were randomly assigned to one of two groups in order to facilitate counterbalancing and to ensure that all students completed two active video game (AVG) and two non-AVG tasks. Following each practical, students provided ratings of perceived usefulness, interest/engagement, and enjoyment using a seven-point Likert scale. These data will be analysed via one way repeated measures analyses of covariance (ANCOVA), with students’ experience of AVGs being the covariate. The impact of sessions on students’ academic motivation and performance were also assessed and analysed via one-way ANOVAs. Results: Data is currently being collected alongside a semester one module. Results will be reported during the presentation. Conclusions: It is anticipated that the findings will provide further evidence to support the use of AVGs in the teaching of undergraduate psychology, and that the increased sophistication of AVG technology may be harnessed to provide multiple benefits for students in higher education.

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