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Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning

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References

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369 cited

2007Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games354 cited

Cited by

2019Does emotion matter? An investigation into the relationship between emotions and science learning outcomes in a game‐based learning environment54 cited
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2018A framework for applying learning analytics in serious games for people with intellectual disabilities39 cited
2023Gamification and Soft Skills Assessment in the Development of a Serious Game: Design and Feasibility Pilot Study37 cited
2023Serious Games and Experiential Learning: Options for Engineering Education34 cited
2021Examining Essential Flow Antecedents to promote students’ Self-Regulated Learning and Acceptance of Use in a Game-Based Learning classroom33 cited
2021Immersion experiences and behavioural patterns in game‐based learning32 cited
2023Learning Outcomes, Motivation, and Satisfaction in Gamified English Vocabulary Learning29 cited
2018Designing for All: Exploring Gender Diversity and Engagement with Digital Educational Games by Young People29 cited
2019Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom28 cited
2021How narrative transportation in movies affects audiences’ positive word-of-mouth: The mediating role of emotion24 cited