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Πεδίο DCΤιμήΓλώσσα
dc.contributor.authorGeorgiou, Yiannis-
dc.contributor.authorIoannou, Andri-
dc.contributor.authorIoannou, Marianna-
dc.date.accessioned2019-07-18T07:30:28Z-
dc.date.available2019-07-18T07:30:28Z-
dc.date.issued2019-06-23-
dc.identifier.citation5th International Conference of the Immersive Learning Network, iLRN 2019, London, United Kingdom, 23 June 2019 through 27 June 2019en_US
dc.identifier.isbn9783030230883-
dc.identifier.issn18650929-
dc.identifier.urihttps://hdl.handle.net/20.500.14279/14632-
dc.descriptionCommunications in Computer and Information Science Volume 1044, 2019, Pages 222-233en_US
dc.description.abstract© 2019, Springer Nature Switzerland AG. Prior research has supported that game-based learning is dependent on the degree of immersion achieved, namely the degree to which children become 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 interaction may heighten even more experienced immersion. However, there is lack of empirical research on the investigation of children’s immersive experiences in embodied educational games, warranting this claim. Existing research on immersion 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’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 dimensions 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 explanations about children’s experienced immersion in the two conditions. Implications are discussed for supporting immersion in high-embodied educational digital games implemented in authentic educational settings.en_US
dc.language.isoenen_US
dc.subjectChildrenen_US
dc.subjectEducational settingsen_US
dc.subjectEmbodied digital gamesen_US
dc.subjectImmersionen_US
dc.titleInvestigating Children’s Immersion in a High-Embodied Versus Low-Embodied Digital Learning Game in an Authentic Educational Settingen_US
dc.typeConference Papersen_US
dc.collaborationCyprus University of Technologyen_US
dc.collaborationResearch Center on Interactive Media, Smart Systems and Emerging Technologiesen_US
dc.subject.categoryArtsen_US
dc.countryCyprusen_US
dc.subject.fieldSocial Sciencesen_US
dc.publicationPeer Revieweden_US
dc.relation.conferenceInternational Conference of the Immersive Learning Networken_US
dc.identifier.doi10.1007/978-3-030-23089-0_17en_US
dc.identifier.scopus2-s2.0-85068110224-
dc.identifier.urlhttps://api.elsevier.com/content/abstract/scopus_id/85068110224-
cut.common.academicyear2018-2019en_US
item.fulltextNo Fulltext-
item.languageiso639-1en-
item.grantfulltextnone-
item.openairecristypehttp://purl.org/coar/resource_type/c_c94f-
item.cerifentitytypePublications-
item.openairetypeconferenceObject-
crisitem.author.deptDepartment of Communication and Internet Studies-
crisitem.author.deptDepartment of Multimedia and Graphic Arts-
crisitem.author.facultyFaculty of Communication and Media Studies-
crisitem.author.facultyFaculty of Fine and Applied Arts-
crisitem.author.orcid0000-0002-2850-8848-
crisitem.author.orcid0000-0002-3570-6578-
crisitem.author.parentorgFaculty of Communication and Media Studies-
crisitem.author.parentorgFaculty of Fine and Applied Arts-
Εμφανίζεται στις συλλογές:Δημοσιεύσεις σε συνέδρια /Conference papers or poster or presentation
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