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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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{
  "inLanguage": {
    "alternateName": "eng", 
    "@type": "Language", 
    "name": "English"
  }, 
  "description": "<p>Immersion is often argued to be one of the main driving forces behind children&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<br>\nthe impact of high-embodied digital educational game, integrated in a primary school classroom, on children&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&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&rsquo;s experienced immersion. Implications arediscussed for supporting immersion in high-embodied educational digital games.</p>", 
  "license": "https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode", 
  "creator": [
    {
      "affiliation": "Cyprus Interaction Lab, Department of Multimedia and Graphic Arts, Cyprus University of Technology, Limassol 3036, Cyprus andResearch Center on Interactive Media, Smart Systems and Emerging Technologies, Nicosia 1066, Cyprus", 
      "@type": "Person", 
      "name": "Georgiou Yiannis"
    }, 
    {
      "affiliation": "Cyprus Interaction Lab, Department of Multimedia and Graphic Arts, Cyprus University of Technology, Limassol 3036, Cyprus andResearch Center on Interactive Media, Smart Systems and Emerging Technologies, Nicosia 1066, Cyprus", 
      "@type": "Person", 
      "name": "Ioannou Andri"
    }, 
    {
      "affiliation": "Cyprus Interaction Lab, Department of Multimedia and Graphic Arts, Cyprus University of Technology, Limassol 3036, Cyprus;", 
      "@type": "Person", 
      "name": "Ioannou Marianna"
    }
  ], 
  "headline": "Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom", 
  "image": "https://zenodo.org/static/img/logos/zenodo-gradient-round.svg", 
  "datePublished": "2019-10-31", 
  "url": "https://zenodo.org/record/3524115", 
  "version": "Published", 
  "@context": "https://schema.org/", 
  "identifier": "https://doi.org/10.3390/mti3040068", 
  "@id": "https://doi.org/10.3390/mti3040068", 
  "@type": "ScholarlyArticle", 
  "name": "Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom"
}
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