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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/9200
Title: Relations between the tendency to invest in virtual presence, actual virtual presence and learning outcomes in educational computer games
Authors: Schrader, Claudia
Bastiaens, Theo
Keywords: educational computer games; virtual presence
Issue Date: 2012
Citation: Schrader, C., & Bastiaens, Th. J (2012). Relations between the tendency to invest in virtual presence, actual virtual presence and learning outcomes in educational computer games. International Journal of Human-Computer Interaction, 28, 775-778.
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.
URI: http://hdl.handle.net/1820/9200
Appears in Collections:1. T2 Publications, books and conference papers



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