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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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{
  "inLanguage": {
    "alternateName": "eng", 
    "@type": "Language", 
    "name": "English"
  }, 
  "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>", 
  "license": "http://creativecommons.org/licenses/by-nc-nd/4.0/legalcode", 
  "creator": [
    {
      "affiliation": "Research center on Interactive media, Smart systems and Emerging technologies (RISE), Nicosia, Cyprus and Cyprus Interaction Lab, Cyprus University of Technology, Limassol, Cyprus", 
      "@type": "Person", 
      "name": "Yiannis Georgiou"
    }, 
    {
      "affiliation": "Research center on Interactive media, Smart systems and Emerging technologies (RISE), Nicosia, Cyprus and Cyprus Interaction Lab, Cyprus University of Technology, Limassol, Cyprus", 
      "@type": "Person", 
      "name": "Andri Ioannou"
    }, 
    {
      "affiliation": "Cyprus Interaction Lab, Cyprus University of Technology, Limassol, Cyprus", 
      "@type": "Person", 
      "name": "Marianna Ioannou"
    }
  ], 
  "headline": "Investigating children's immersion in a high-embodied versus low-embodied digital learning game in an authentic educational setting", 
  "image": "https://zenodo.org/static/img/logos/zenodo-gradient-round.svg", 
  "datePublished": "2019-10-30", 
  "url": "https://zenodo.org/record/3523109", 
  "version": "Accepted pre-print", 
  "@context": "https://schema.org/", 
  "identifier": "https://doi.org/10.5281/zenodo.3523109", 
  "@id": "https://doi.org/10.5281/zenodo.3523109", 
  "@type": "ScholarlyArticle", 
  "name": "Investigating children's immersion in a high-embodied versus low-embodied digital learning game in an authentic educational setting"
}
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