Journal article Open Access

Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom

Georgiou Yiannis; Ioannou Andri; Ioannou Marianna


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        <foaf:name>Georgiou Yiannis</foaf:name>
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        <foaf:name>Ioannou Andri</foaf:name>
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        <foaf:name>Ioannou Marianna</foaf:name>
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    <dct:title>Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom</dct:title>
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    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#gYear">2019</dct:issued>
    <dct:issued rdf:datatype="http://www.w3.org/2001/XMLSchema#date">2019-10-31</dct:issued>
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    <dct:description>&lt;p&gt;Immersion is often argued to be one of the main driving forces behind children&amp;rsquo;s learning in digital educational games. Researchers have supported that movement-based interaction aorded by emerging embodied digital educational games may heighten even more immersion and learning.However, there is lack of empirical research warranting these claims. This case study has investigated&lt;br&gt; the impact of high-embodied digital educational game, integrated in a primary school classroom, on children&amp;rsquo;s immersion and content knowledge about nutrition (condition1 = 24 children), in comparison to the impact of a low-embodied version of the game (condition2 = 20 children). Post-interventional surveys investigating immersion indicated that there was dierence only on the level of engagement, in terms of perceived usability, while children&amp;rsquo;s learning gains in terms of content knowledge did not dier among the two conditions. Interviews with a subset of the children (n = 8 per condition) resulted in the identification of (a) media form, (b) media content and (c) context-related factors, which provided plausible explanations about children&amp;rsquo;s experienced immersion. Implications arediscussed for supporting immersion in high-embodied educational digital games.&lt;/p&gt;</dct:description>
    <dct:description xml:lang="">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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