Thesis title: * Effect of Immersion on Students’ Cognition, Motivation and Sense of Presence

Abstract

Game-based learning is becoming increasingly popular in education. Especially in difficult and abstract chemistry education, using games can facilitate chemistry learning for students. Immersive environments create a strong sense of presence in students, which ultimately leads to higher engagement and motivation and deeper cognitive processing of learning material. With this study, we try to find out whether there is a positive relationship between level of immersion and cognition and motivation. In addition, it is investigated whether sense of presence can act as a mediator in the relationship.

A total of 36 participants were asked to participate in the experiment. During the experiment, participants filled out pre-and post-questionnaires and knowledge tests to see whether the level of immersion influences students' cognition and motivation. In addition, it was tested whether the relationship between level of immersion and cognition and motivation is mediated by sense of presence. A multiple regression analysis via the Baron and Kenny method was performed. The data gathered in this study suggest that only the relationship between immersion and sense of presence is significant. For this reason, all hypotheses were rejected, except for hypothesis 3.