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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  <identifier identifierType="DOI">10.5281/zenodo.3523109</identifier>
  <creators>
    <creator>
      <creatorName>Yiannis Georgiou</creatorName>
      <nameIdentifier nameIdentifierScheme="ORCID" schemeURI="http://orcid.org/">0000-0002-2850-8848</nameIdentifier>
      <affiliation>Research center on Interactive media, Smart systems and Emerging technologies (RISE), Nicosia, Cyprus and Cyprus Interaction Lab, Cyprus University of Technology, Limassol, Cyprus</affiliation>
    </creator>
    <creator>
      <creatorName>Andri Ioannou</creatorName>
      <nameIdentifier nameIdentifierScheme="ORCID" schemeURI="http://orcid.org/">0000-0002-3570-6578</nameIdentifier>
      <affiliation>Research center on Interactive media, Smart systems and Emerging technologies (RISE), Nicosia, Cyprus and Cyprus Interaction Lab, Cyprus University of Technology, Limassol, Cyprus</affiliation>
    </creator>
    <creator>
      <creatorName>Marianna Ioannou</creatorName>
      <affiliation>Cyprus Interaction Lab, Cyprus University of Technology, Limassol, Cyprus</affiliation>
    </creator>
  </creators>
  <titles>
    <title>Investigating children's immersion in a high-embodied versus low-embodied digital learning game in an authentic educational setting</title>
  </titles>
  <publisher>Zenodo</publisher>
  <publicationYear>2019</publicationYear>
  <subjects>
    <subject>Embodied digital games</subject>
    <subject>Children</subject>
    <subject>Educational settings</subject>
    <subject>Immersion</subject>
  </subjects>
  <dates>
    <date dateType="Issued">2019-10-30</date>
  </dates>
  <language>en</language>
  <resourceType resourceTypeGeneral="Text">Conference paper</resourceType>
  <alternateIdentifiers>
    <alternateIdentifier alternateIdentifierType="url">https://zenodo.org/record/3523109</alternateIdentifier>
  </alternateIdentifiers>
  <relatedIdentifiers>
    <relatedIdentifier relatedIdentifierType="DOI" relationType="IsVersionOf">10.5281/zenodo.3523108</relatedIdentifier>
    <relatedIdentifier relatedIdentifierType="URL" relationType="IsPartOf">https://zenodo.org/communities/rise-teaming-cyprus</relatedIdentifier>
  </relatedIdentifiers>
  <version>Accepted pre-print</version>
  <rightsList>
    <rights rightsURI="https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode">Creative Commons Attribution Non Commercial No Derivatives 4.0 International</rights>
    <rights rightsURI="info:eu-repo/semantics/openAccess">Open Access</rights>
  </rightsList>
  <descriptions>
    <description descriptionType="Abstract">&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;</description>
    <description descriptionType="Other">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.</description>
  </descriptions>
  <fundingReferences>
    <fundingReference>
      <funderName>European Commission</funderName>
      <funderIdentifier funderIdentifierType="Crossref Funder ID">10.13039/501100000780</funderIdentifier>
      <awardNumber awardURI="info:eu-repo/grantAgreement/EC/H2020/739578/">739578</awardNumber>
      <awardTitle>Research Center on Interactive Media, Smart System and Emerging Technologies</awardTitle>
    </fundingReference>
  </fundingReferences>
</resource>
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