The Impact of Personality and Motivation on Immersion in Simulation Games

Autor/in	Preuß, Anna Katharina
Titel	The Impact of Personality and Motivation on Immersion in Simulation Games
Quelle	In: International Journal of Game-Based Learning, 10 (2020) 2, S.1-20, Artikel 1 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Preuß, Anna Katharina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
DOI	10.4018/IJGBL.2020040101
Schlagwörter	Personality Traits; Motivation; Computer Simulation; Computer Games; High School Students; Student Characteristics; Psychological Patterns; Social Sciences; Correlation; Grade 10; Politics; Role Playing; Foreign Countries; Student Attitudes; Germany + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; psychologische; Motivation (psychologisch); Computergrafik; Computersimulation; Computer game; Computerspiel; Computerspiele; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Korrelation; Politik; Rollenspiel; Ausland; Schülerverhalten; Deutschland
Abstract	The cognitive-motivational process model of learning describes how personality traits in a specific situation influence current learner motivation and through certain mediators, the learning outcome. This study investigates the influence of personality traits and current motivation on these mediators. For 86 high school students playing a simulation game, the Big Five, the need for cognition, current motivations, immersion, and joy of learning were measured. A hierarchical regression analysis showed that need for cognition, interest, and challenge significantly and positively impacts the experienced immersion. Also, the joy of learning correlates positively with immersion. The adapted model was partly supported: Results of this study can explain to some extent the interaction of personality traits and current motivation as well as their combined impact on immersion in live-action social science simulation games. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01