Investigating Immersion and Learning in a Low-Embodied versus High-Embodied Digital Educational Game: Lessons Learned from an Implementation in an Authentic School Classroom

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Georgiou Yiannis; Ioannou Andri; Ioannou Marianna;

Immersion is often argued to be one of the main driving forces behind children’s learning in digital educational games. Researchers have supported that movement-based interaction aorded by emerging embodied digital educational games may heighten even more immersion and ... View more
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