Relations between the tendency to invest in virtual presence, actual virtual presence and learning outcomes in educational computer games

Claudia Schrader*, Theo Bastiaens

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    The study examines whether the effect of virtual presence on learning is influenced by learner characteristics. More specifically, the focus is on how the variation in the actual experience of virtual presence and learning is related to learners' individual tendency to invest in virtual presence for educational computer games. According to these tendencies, fifty-nine 8 graders were divided into two groups (high vs. low tendency) and performed a computer-based learning game. Virtual presence and learning outcomes were measured by means of a questionnaire. Correlation and regression analyses were used and a moderation model was structured in order to analyze the relationship between the variables. Whereas the tendency to invest in virtual presence does not moderate the positive interaction between virtual presence and learning, correlation and regression results between both groups show that a stronger tendency to invest in virtual presence increases virtual presence and both, trivial- and non-trivial learning outcomes were evinced. In the eyes of learners, interestingly their tendency to invest in virtual presence for educational computer games was significantly lower than for conventional entertainment games.
    Original languageEnglish
    Pages (from-to)775-783
    Number of pages9
    JournalInternational Journal of Human-Computer Interaction
    Volume28
    Issue number12
    Early online date12 Jan 2012
    DOIs
    Publication statusPublished - 23 Oct 2012

    Keywords

    • educational computer games; virtual presence

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