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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    "language": "eng", 
    "title": "Investigating children's immersion in a high-embodied versus low-embodied digital learning game in an authentic educational setting", 
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    "notes": "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 \u2013 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.", 
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    "keywords": [
      "Embodied digital games", 
      "Children", 
      "Educational settings", 
      "Immersion"
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    "publication_date": "2019-10-30", 
    "creators": [
      {
        "orcid": "0000-0002-2850-8848", 
        "affiliation": "Research center on Interactive media, Smart systems and Emerging technologies (RISE), Nicosia, Cyprus and Cyprus Interaction Lab, Cyprus University of Technology, Limassol, Cyprus", 
        "name": "Yiannis Georgiou"
      }, 
      {
        "orcid": "0000-0002-3570-6578", 
        "affiliation": "Research center on Interactive media, Smart systems and Emerging technologies (RISE), Nicosia, Cyprus and Cyprus Interaction Lab, Cyprus University of Technology, Limassol, Cyprus", 
        "name": "Andri Ioannou"
      }, 
      {
        "affiliation": "Cyprus Interaction Lab, Cyprus University of Technology, Limassol, Cyprus", 
        "name": "Marianna Ioannou"
      }
    ], 
    "meeting": {
      "acronym": "iLRN 2019", 
      "url": "https://immersivelrn.org/ilrn2019/", 
      "dates": "June 23\u201327, 2019", 
      "place": "London, UK", 
      "title": "Immersive Learning Research Network."
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    "description": "<p>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&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&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&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.</p>"
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