Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning

Meng-Tzu Cheng, Yu Wen Lin, Hsiao Ching She, Po Chih Kuo

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

Many studies have shown the positive impact of serious gaming on learning outcomes, but few have explored the relationships between game immersion and science learning. Accordingly, this study was conducted to investigate the effectiveness of learning by playing, as well as the dynamic process of game immersion experiences, and to further identify whether, and to what extent, immersion affects science learning through serious gaming by using the techniques of cluster analysis. A total of 63 seventh-grade students participated in the study, and a quasi-experimental research design was employed. The results demonstrated that the students gained a holistic understanding of the relevant scientific concepts because their performances on the scenario-based science assessment were significantly improved across serious gameplaying occasions, and the effect of learning was retained long term. Moreover, serious gaming provided students with the experience of immersion insofar as the students indicated a greater degree of immersion in the game over time. Furthermore, two core clusters presenting meaningful patterns, high gaming performance/high immersion and high science learning/low immersion, were revealed. Finally, various interpretations and implications of the obtained data are discussed.

Original languageEnglish
Pages (from-to)246-263
Number of pages18
JournalBritish Journal of Educational Technology
Volume48
Issue number2
DOIs
Publication statusPublished - 2017 Mar 1

Fingerprint

science
learning
Values
experience
student
cluster analysis
research planning
performance
scenario
interpretation

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{7a35252143d8463ea10b938ffbb5ead3,
title = "Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning",
abstract = "Many studies have shown the positive impact of serious gaming on learning outcomes, but few have explored the relationships between game immersion and science learning. Accordingly, this study was conducted to investigate the effectiveness of learning by playing, as well as the dynamic process of game immersion experiences, and to further identify whether, and to what extent, immersion affects science learning through serious gaming by using the techniques of cluster analysis. A total of 63 seventh-grade students participated in the study, and a quasi-experimental research design was employed. The results demonstrated that the students gained a holistic understanding of the relevant scientific concepts because their performances on the scenario-based science assessment were significantly improved across serious gameplaying occasions, and the effect of learning was retained long term. Moreover, serious gaming provided students with the experience of immersion insofar as the students indicated a greater degree of immersion in the game over time. Furthermore, two core clusters presenting meaningful patterns, high gaming performance/high immersion and high science learning/low immersion, were revealed. Finally, various interpretations and implications of the obtained data are discussed.",
author = "Meng-Tzu Cheng and Lin, {Yu Wen} and She, {Hsiao Ching} and Kuo, {Po Chih}",
year = "2017",
month = "3",
day = "1",
doi = "10.1111/bjet.12386",
language = "English",
volume = "48",
pages = "246--263",
journal = "British Journal of Educational Technology",
issn = "0007-1013",
publisher = "Wiley-Blackwell",
number = "2",

}

Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning. / Cheng, Meng-Tzu; Lin, Yu Wen; She, Hsiao Ching; Kuo, Po Chih.

In: British Journal of Educational Technology, Vol. 48, No. 2, 01.03.2017, p. 246-263.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning

AU - Cheng, Meng-Tzu

AU - Lin, Yu Wen

AU - She, Hsiao Ching

AU - Kuo, Po Chih

PY - 2017/3/1

Y1 - 2017/3/1

N2 - Many studies have shown the positive impact of serious gaming on learning outcomes, but few have explored the relationships between game immersion and science learning. Accordingly, this study was conducted to investigate the effectiveness of learning by playing, as well as the dynamic process of game immersion experiences, and to further identify whether, and to what extent, immersion affects science learning through serious gaming by using the techniques of cluster analysis. A total of 63 seventh-grade students participated in the study, and a quasi-experimental research design was employed. The results demonstrated that the students gained a holistic understanding of the relevant scientific concepts because their performances on the scenario-based science assessment were significantly improved across serious gameplaying occasions, and the effect of learning was retained long term. Moreover, serious gaming provided students with the experience of immersion insofar as the students indicated a greater degree of immersion in the game over time. Furthermore, two core clusters presenting meaningful patterns, high gaming performance/high immersion and high science learning/low immersion, were revealed. Finally, various interpretations and implications of the obtained data are discussed.

AB - Many studies have shown the positive impact of serious gaming on learning outcomes, but few have explored the relationships between game immersion and science learning. Accordingly, this study was conducted to investigate the effectiveness of learning by playing, as well as the dynamic process of game immersion experiences, and to further identify whether, and to what extent, immersion affects science learning through serious gaming by using the techniques of cluster analysis. A total of 63 seventh-grade students participated in the study, and a quasi-experimental research design was employed. The results demonstrated that the students gained a holistic understanding of the relevant scientific concepts because their performances on the scenario-based science assessment were significantly improved across serious gameplaying occasions, and the effect of learning was retained long term. Moreover, serious gaming provided students with the experience of immersion insofar as the students indicated a greater degree of immersion in the game over time. Furthermore, two core clusters presenting meaningful patterns, high gaming performance/high immersion and high science learning/low immersion, were revealed. Finally, various interpretations and implications of the obtained data are discussed.

UR - http://www.scopus.com/inward/record.url?scp=84953305535&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84953305535&partnerID=8YFLogxK

U2 - 10.1111/bjet.12386

DO - 10.1111/bjet.12386

M3 - Article

AN - SCOPUS:84953305535

VL - 48

SP - 246

EP - 263

JO - British Journal of Educational Technology

JF - British Journal of Educational Technology

SN - 0007-1013

IS - 2

ER -