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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    <subfield code="a">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.</subfield>
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    <subfield code="u">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</subfield>
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    <subfield code="u">Cyprus Interaction Lab, Department of Multimedia and Graphic Arts, Cyprus University of Technology, Limassol 3036, Cyprus;</subfield>
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    <subfield code="u">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</subfield>
    <subfield code="a">Georgiou Yiannis</subfield>
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    <subfield code="a">Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom</subfield>
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    <subfield code="a">&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;</subfield>
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