Associations Of Subjective Immersion, Immersion Subfactors, And Learning Outcomes In The Revised Game Engagement Model
Keywords
Creative imagination; CyberCeige; Game engagement; Immersion; Serious educational games; System usability
Abstract
Serious Educational Video Games (SEGs) play a large role in education for both children and adults. However, the budget for SEGs is typically lower than traditional entertainment video games, bringing with it the need to optimize the learning experience. This article looks at the role game immersion plays in improving learning outcomes, using the Revised Game Engagement Model (R-GEM) to determine whether learning outcomes were associated specifically with Immersion itself, or with the various prerequisites to achieving immersion. A sample of 125 undergraduate university students which played an educational video game and were assessed on Immersion, subjective System Usability, Creative Imagination, and learning performance. Immersion and System Usability were shown to be associated with higher learning outcomes, but, after controlling for other factors, it seems that System Usability is only helpful inasmuch as it promotes Immersion. This article concludes that further study is needed to determine whether the same association can be found with different populations and with different types of learning.
Publication Date
1-1-2018
Publication Title
International Journal of Game-Based Learning
Volume
8
Issue
1
Number of Pages
41-51
Document Type
Article
Personal Identifier
scopus
DOI Link
https://doi.org/10.4018/IJGBL.2018010103
Copyright Status
Unknown
Socpus ID
85041303883 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/85041303883
STARS Citation
Barclay, Paul A. and Bowers, Clint, "Associations Of Subjective Immersion, Immersion Subfactors, And Learning Outcomes In The Revised Game Engagement Model" (2018). Scopus Export 2015-2019. 9738.
https://stars.library.ucf.edu/scopus2015/9738