Visual Perspectives within Educational Computer Games: Effects on Presence and Flow within Virtual Immersive Learning Environments

Autor/inn/en	Scoresby, Jon; Shelton, Brett E.
Titel	Visual Perspectives within Educational Computer Games: Effects on Presence and Flow within Virtual Immersive Learning Environments
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 39 (2011) 3, S.227-254 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-010-9126-5
Schlagwörter	Educational Technology; Data Analysis; Simulated Environment; Educational Games; Computers; Video Technology; Transcripts (Written Records); Interviews; Computer Simulation; Influences; Visual Perception; Learning Processes; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Auswertung; Künstliche Umwelt; Educational game; Lernspiel; Digitalrechner; Interviewing; Interviewtechnik; Computergrafik; Computersimulation; Influence; Einfluss; Einflussfaktor; Visuelle Wahrnehmung; Learning process; Lernprozess; Computer based training; Computerunterstützter Unterricht
Abstract	The mis-categorizing of cognitive states involved in learning within virtual environments has complicated instructional technology research. Further, most educational computer game research does not account for how learning activity is influenced by factors of game content and differences in viewing perspectives. This study is a qualitative exploration into the nature of flow--the state of being absorbed by an activity, and presence--the sense of "being there" in a virtual learning environment. This study follows players' experiences within an immersive environment, with the notion of "immersive" being the extent to which the computer system delivers a surrounding environment. The data analysis includes videotaped activity, transcripts and interviews of six different games, three of which have explicit learning objectives derived from two different genres. While viewing perspective was previously thought to have significant influence on presence, flow, and learning, these findings suggest that four emergent categories (content, emotion, motivation, engagement) have more influence than perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10