How do presence, flow, and character identification affect players’ empathy and interest in learning from a serious computer game?
作者：
Highlights：
• We tested a model of the psychology of computer game play and learning outcomes.
• Immersive presence predicted flow, character identification, and in-game empathy.
• In-game empathy predicted interest in learning more about the game topics.
• Flow and identification made secondary contributions to learning outcomes.
• Learning games should focus on empathy and presence, then flow and identification.
摘要
•We tested a model of the psychology of computer game play and learning outcomes.•Immersive presence predicted flow, character identification, and in-game empathy.•In-game empathy predicted interest in learning more about the game topics.•Flow and identification made secondary contributions to learning outcomes.•Learning games should focus on empathy and presence, then flow and identification.
论文关键词：Presence,Flow,Identification,Empathy,Interest in learning,Games and simulations
论文评审过程：Received 21 August 2015, Revised 8 June 2016, Accepted 20 June 2016, Available online 27 June 2016, Version of Record 27 June 2016.
论文官网地址：https://doi.org/10.1016/j.chb.2016.06.043
