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Associations of Subjective Immersion, Immersion Subfactors, and Learning Outcomes in the Revised Game Engagement Model

Associations of Subjective Immersion, Immersion Subfactors, and Learning Outcomes in the Revised Game Engagement Model

Paul A. Barclay, Clint Bowers
Copyright: © 2020 |Pages: 12
ISBN13: 9781799804208|ISBN10: 1799804208|EISBN13: 9781799804215
DOI: 10.4018/978-1-7998-0420-8.ch044
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MLA

Barclay, Paul A., and Clint Bowers. "Associations of Subjective Immersion, Immersion Subfactors, and Learning Outcomes in the Revised Game Engagement Model." Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2020, pp. 957-968. https://doi.org/10.4018/978-1-7998-0420-8.ch044

APA

Barclay, P. A. & Bowers, C. (2020). Associations of Subjective Immersion, Immersion Subfactors, and Learning Outcomes in the Revised Game Engagement Model. In I. Management Association (Ed.), Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications (pp. 957-968). IGI Global. https://doi.org/10.4018/978-1-7998-0420-8.ch044

Chicago

Barclay, Paul A., and Clint Bowers. "Associations of Subjective Immersion, Immersion Subfactors, and Learning Outcomes in the Revised Game Engagement Model." In Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 957-968. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0420-8.ch044

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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.

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