T. Bastiaens & M. Ebner
Faculty of Education and Arts
Office of Associate Dean Teaching and Learning (FEA) / Centre for Research in Entertainment, Arts,Technology, Education and Communications
Student engagement is often considered one of the most important determinants of successful learning. An often cited argument for games in learning is their value to be ‘immersive’. Beyond the rhetoric however, a model needs to be developed of immersion to identify the cognitive and affective factors involved and to tie it into existing theories relating to flow and narratology. This paper presents a model of immersion and details findings based upon the development and implementation of a range of levels in a 3D ‘first person shooter’ game which were evaluated according to criteria for immersion. A range of potential areas for research are suggested to strengthen the argument for immersion in educational technology.