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Title: Experiences of Personal and Social Immersion in a Videogame for Middle School Life Science
This short paper presents a description and analysis of personal and social immersion features in a life science educational videogame for middle school students. The paper defines personal immersion in relation to the player taking on a virtual role and engaging with the game as if they are themselves a part of in-game events. Social immersion comes from situating the player within a virtual community, in which the player and other characters in the world interact based on their virtual roles. The research study involved interviews with 24 students who used the game over a two-week classroom implementation. The study explored student perceptions about immersive elements of the game, and their impact on student self-efficacy, interest, and identity in science. Student responses indicated that they experienced personal immersion through engaging with the game narrative as a virtual scientist and doing science tasks, and social immersion through role-based interactions with other virtual scientists. Students described how their self-efficacy, interest, and identity in science were impacted by personal and social immersive elements of the game. The paper contributes to the literature through an analysis of these specific immersive game mechanics and their impacts on student attitudes.  more » « less
Award ID(s):
1907384
PAR ID:
10512582
Author(s) / Creator(s):
; ;
Publisher / Repository:
The Immersive Learning Research Network
Date Published:
ISBN:
978-1-7348995-7-3
Page Range / eLocation ID:
201 to 209
Subject(s) / Keyword(s):
Game Personal Immersion Social Immersion Middle School Life Science Ecosystems Identity Interest Self-Efficacy
Format(s):
Medium: X
Location:
Glasgow, Scotland, UK
Sponsoring Org:
National Science Foundation
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