Conference paper Open Access

Investigating children's immersion in a high-embodied versus low-embodied digital learning game in an authentic educational setting

Yiannis Georgiou; Andri Ioannou; Marianna Ioannou


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        <foaf:name>Yiannis Georgiou</foaf:name>
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        <foaf:name>Andri Ioannou</foaf:name>
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        <foaf:name>Marianna Ioannou</foaf:name>
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    <dct:title>Investigating children's immersion in a high-embodied versus low-embodied digital learning game in an authentic educational setting</dct:title>
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    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#gYear">2019</dct:issued>
    <dcat:keyword>Embodied digital games</dcat:keyword>
    <dcat:keyword>Children</dcat:keyword>
    <dcat:keyword>Educational settings</dcat:keyword>
    <dcat:keyword>Immersion</dcat:keyword>
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        <foaf:name>European Commission</foaf:name>
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    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#date">2019-10-30</dct:issued>
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    <dct:description>&lt;p&gt;Prior research has supported that game-based learning is dependent on the degree of immersion achieved, namely the degree to which children be-come cognitively and emotionally engaged with a given educational digital game. With the emergence of embodied digital educational games, researchers have assumed that the affordances of these games for movement-based interac-tion may heighten even more experienced immersion. However, there is lack of empirical research on the investigation of children&amp;rsquo;s immersive experiences in embodied educational games, warranting this claim. Existing research on im-mersion is still restricted in highly-controlled laboratory settings and focuses on non-educational embodied games played by mostly young adult populations. Extending prior research in the educational context, this study has investigated children&amp;rsquo;s immersion in a high-embodied digital learning game integrated in an authentic school classroom (Group1=24), in comparison to a low-embodied digital version of the game (Group2=20). Our findings did not support previous hypotheses regarding experienced immersion in high-embodied digital games; post-interventional surveys indicated that there was no difference in most di-mensions of experienced immersion. Interviews with a subset of the children (n=8 per condition) resulted in the identification of various (a) media form, (b) media content and (c) context-related factors, which provided plausible ex-planations about children&amp;rsquo;s experienced immersion in the two conditions. Im-plications are discussed for supporting immersion in high-embodied educational digital games implemented in authentic educational settings.&lt;/p&gt;</dct:description>
    <dct:description>This work has been partly supported by the project that has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 739578 (RISE – Call: H2020-WIDESPREAD-01-2016-2017-TeamingPhase2) and the Government of the Republic of Cyprus through the Directorate General for European Programmes, Coordination and Development.</dct:description>
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