Game immersion experience: its hierarchical structure and impact on game-based science learning.
Many studies have shown the positive impact of serious educational games ( SEGs) on learning outcomes. However, there still exists insufficient research that delves into the impact of immersive experience in the process of gaming on SEG-based science learning. The dual purpose of this study was to f...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 3; pp. 232 - 254 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103791597&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103791597 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2015 vid: 31 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 103791597 102186306 10.1111/jcal.12066 103791597 ppf: 232 ppct: 22 formats: tig: atl: Game immersion experience: its hierarchical structure and impact on game-based science learning. aug: au: Cheng, M.-T. She, H.-C. Annetta, L.A. affil: Department of Biology, National Changhua University of Education sug: subj: Video Games Utilization Outcomes of Education In Infancy and Childhood Instrument Validation Learning Methods Evaluation Human Male Female Coefficient alpha Goodness of Fit Chi Square Test Child Pearson's Correlation Coefficient T-Tests Factor Analysis P-Value Descriptive Statistics Funding Source Taiwan Construct Validity Questionnaires Science Child: 6-12 years Male Female ab: Many studies have shown the positive impact of serious educational games ( SEGs) on learning outcomes. However, there still exists insufficient research that delves into the impact of immersive experience in the process of gaming on SEG-based science learning. The dual purpose of this study was to further explore this impact. One purpose was to develop and validate an innovative measurement, the Game Immersion Questionnaire ( GIQ), and to further verify the hierarchical structure of game immersion by construct validity approaches, including exploratory factor analysis ( EFA) ( n = 257) and confirmatory factor analysis ( CFA) ( n = 1044). The second purpose was to investigate the impact of game immersion on science learning through SEG play ( n = 260). Overall, the results supported the internal structure of the GIQ with good reliability and validity, and the inter factor bivariate correlations for each construct indicated a high internal consistency. Players did learn from playing an SEG, and game immersion experience did lead to higher gaming performance. Moreover, players' gaming performance plays a role in mediating the effect of immersion on science learning outcomes through SEG play. However, as players became more emotionally and subjectively attached to the game, the science learning outcomes were not definitively reliable. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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