Learning Outcomes from Educational Games

Authors: Jiawei Huang*, Pennsylvania State University
Topics: Behavioral Geography
Keywords: Immersiveness, Educational games, Learning outcomes, Virtual Environment, Presence
Session Type: Paper
Day: 4/14/2018
Start / End Time: 8:00 AM / 9:40 AM
Room: Bourbon Room, Astor, Mezzanine
Presentation File: No File Uploaded


Computer games have been hypothesized to be useful in learning during the past few decades since it emerged, such as enhancing motivations, introducing diverse learning approaches and increasing interactivity, among others. However, the lack of empirical data to support this hypothesis, and the prevalent perception of viewing gaming as a leisure pursuit with little or no pedagogic values, have limited the potential advantages of adopting educational games to enhance learning. One essential characteristic of educational gaming which differentiates it to other learning media is the immersive factor, which is thought to be necessary for experiencing presence. Factors that enhance presence are also known to enhance learning performance. Presence is defined as “the perceptual illusion of nonmediation”, i.e., being completely oblivious to the medium despite its existence. However, study results of the relationship between presence and learning outcomes are mixed in empirical studies. In this study, the relationships between immersive level, presence and learning outcomes are explored in the educational games setting. We conduct experiment based on a high-immersive level learning environment vs. low-immersive level learning environment with primarily text and video illustration, and test the difference of presence and learning outcomes. Learning outcomes are evaluated based on both spatial learning and game knowledge gaining.

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