Computers & Education - VIRTUALITY IN EDUCATION selected contributions from the CAL 99 symposium
Computers & Education - Virtual learning? Selected contributions from the CAL 05 symposium
Situational learning in real and virtual space: lessons learned and future directions
ACM SIGGRAPH 2006 Educators program
Computer game design: Opportunities for successful learning
Computers & Education
Virtual reality for collaborative e-learning
Computers & Education
Measuring and defining the experience of immersion in games
International Journal of Human-Computer Studies
Examining the pedagogical foundations of modern educational computer games
Computers & Education
Towards biomedical problem solving in a game environment
ICCS'03 Proceedings of the 2003 international conference on Computational science: PartIII
Comparative study of interactive systems in a Museum
EuroMed'10 Proceedings of the Third international conference on Digital heritage
Sense-respond cloud mediator architecture for services evolution
Proceedings of the 2011 ACM Symposium on Applied Computing
Serious games and learning effectiveness: The case of It's a Deal!
Computers & Education
A model for measuring e-learning systems success in universities
Expert Systems with Applications: An International Journal
An annales school-based serious game creation framework for taiwanese indigenous cultural heritage
Journal on Computing and Cultural Heritage (JOCCH) - Special issue on serious games for cultural heritage
Acceptance of game-based learning by secondary school teachers
Computers & Education
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The objective of this study is to present and to evaluate the E-Junior application: a serious virtual world (SVW) for teaching children natural science and ecology. E-Junior was designed according to pedagogical theories and curricular objectives to help children learn about the Mediterranean Sea and its environmental issues while playing. In this study, we present data about the E-Junior evaluation. A class in a serious virtual world (virtual group) was compared with a traditional type of class (traditional group) that contained identical learning objectives and contents but lacked a gaming aspect. Data collection consisted of quantitative and qualitative measures on a sample of 48 children. With regards to learning effectiveness, the results showed that the serious virtual world does not present statistically significant differences with the traditional type of class. However, students from the virtual group reported enjoying the class more, being more engaged, and having greater intentions to participate than students from the traditional group. The plausible explanation for this can be found in the qualitative data. The implications of these results and improvement proposals are also discussed in this work.