Relations Between the Tendency to Invest in Virtual Presence, Actual Virtual Presence, and Learning Outcomes in Educational Computer Games

Abstract

This study examines whether the effect of virtual presence on learning is influenced by learner characteristics. More specifically, the focus is on how the variation in the actual experience of virtual presence and learning is related to learners' individual tendency to invest in virtual presence for educational computer games. According to these tendencies, 59 eighth graders were divided into 2 groups (high vs. low tendency) and performed a computer-based learning game. Virtual presence and learning outcomes were measured by means of a questionnaire. Correlation and regression analyses were used, and a moderation model was structured to analyze the relationship between the variables. Whereas the tendency to invest in virtual presence does not moderate the positive interaction between virtual presence and learning, correlation and regression results between both groups show that a stronger tendency to invest in virtual presence increases virtual presence and both, trivial- and nontrivial learning outcomes were evinced. In the eyes of learners, interestingly, their tendency to invest in virtual presence for educational computer games was significantly lower than for conventional entertainment games.