Abstract
According to the recent technological advances, a new type of digital learning games has emerged. These games integrate virtual worlds persistence and immersion devices allowing the learners to experience more authentic and rich situations. Several studies highlighted their pedagogical value, knowledge transfer and learners’ engaged-behaviors. In this paper, we draw the characteristics of these learning games based on the integration of new technologies according to two characteristics: immersion and persistence. To investigate the impact of such technological components, we developed a game and evaluated it in ecological conditions. Four groups of fifteen high school students played the game through two testing conditions: two groups used a prototype allowing only classical interactions limited on usual devices, while the two other groups used a prototype integrating persistent and immersive interactions using Oculus Rift vision. All the interactions were recorded and their analysis suggests more engaged behaviors from students using the immersive and persistent prototype.
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Notes
- 1.
- 2.
Digital Zoo: http://edgaps.org/gaps/projects/digital-zoo-2/.
- 3.
Urban Science: http://edgaps.org/gaps/projects/urban-science/.
- 4.
Science.net: http://edgaps.org/gaps/projects/science-net/.
- 5.
MMORPG: Massively Multiplayer Online Role-Playing Game.
- 6.
Massively Multilearner Online Learning Environments.
- 7.
STI2D: Science and Technology of Industry and Sustainable Development.
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These experiments were made possible by funding from the French National Research Agency (ANR-13-APPR-0001).
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Loup, G., Serna, A., Iksal, S., George, S. (2016). Immersion and Persistence: Improving Learners’ Engagement in Authentic Learning Situations. In: Verbert, K., Sharples, M., Klobučar, T. (eds) Adaptive and Adaptable Learning. EC-TEL 2016. Lecture Notes in Computer Science(), vol 9891. Springer, Cham. https://doi.org/10.1007/978-3-319-45153-4_35
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DOI: https://doi.org/10.1007/978-3-319-45153-4_35
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