How Can Wii Learn From Video Games?: Examining Relationships between Technological Affordances and Socio-Cognitive Determinates on Affective and Behavioral Outcomes

Introduction

Of the work that has been done examining video games and learning, most research has focused on outcome potential. Studies on video games have demonstrated that game play can improve spatial rotation skills (De Lisi & Wolford, 2002), math ability (Corbett, Koedinger, & Hadley, 2001), language development (Jordan, 1992), and even the ability to successfully and safely complete laparoscopic surgery (Rosser et al., 2007). In addition, educators recognize the positive impact that interactive video games have in improving motor abilities, agility, and core strength (Trout & Christie, 2007). Video games have also been used to teach athletes (Liebermann, Katz, Hughes, Bartlett, McClements, & Franks, 2002). Research has shown that success in a golf computer game transferred into successful golf putting abilities in real life (Fery & Ponserre, 2001).

Although extant research suggests that video games are promising in terms of learning potential, some scholars (ex. Lee & Peng, 2006) suggest that future research needs to look beyond simple outcome measures to identify processes that combine form, user experience, content, and other mediating variables to further our understanding of how technology use relates to learning. The following paragraphs will use social cognitive theory to anchor a study that examines how technological affordances (specifically, customization and use of a motion controller) impacts behavioral learning using a popular golf video game. A path model will be tested and revised and results will be discussed in terms of theory and future research.