Immersion and Persistence: Improving Learners’ Engagement in Authentic Learning Situations

Abstract : cording 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.
Type de document :
Communication dans un congrès
11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Sep 2016, Lyon, France. pp.410-415, Adaptive and Adaptable Learning. 〈10.1007/978-3-319-45153-4_35〉
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https://hal.archives-ouvertes.fr/hal-01388000
Contributeur : Audrey Serna <>
Soumis le : mercredi 26 octobre 2016 - 12:37:16
Dernière modification le : mardi 26 février 2019 - 11:22:50

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Guillaume Loup, Audrey Serna, Sébastien Iksal, Sébastien George. Immersion and Persistence: Improving Learners’ Engagement in Authentic Learning Situations. 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Sep 2016, Lyon, France. pp.410-415, Adaptive and Adaptable Learning. 〈10.1007/978-3-319-45153-4_35〉. 〈hal-01388000〉

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