Educational researchers have been dabbling with interactive media that allow learners and users to explore educational content through various theoretical approaches, including digital (virtual) immersion, (serious) games, simulations, situated learning, embodied cognition, multimedia learning based in cognitive theory, etc. (Annetta & Bronack, 2011; Dede, 2009; Mayer & Moreno, 1998). Particularly, in immersive digital gaming environments, the user’s experience depends vastly on whether she or he believes that (s)he is fully immersed in the environment using (all or some of) her/his senses. “The more a virtual immersive experience is based on design strategies that combine actional, symbolic, and sensory factors, the greater the participant’s suspension of disbelief that she or he is ‘inside’ a digitally enhanced setting” (Dede, 2009, p. 66). New interfaces, such as Brain Computer Interfaces (BCIs) particularly focus on the actional and sensory factors, specifically the user’s neural activity that is triggered while performing a cognitively demanding task such as playing a game. Ko, Bae, Oh and Ryu (2009) and Nijholt, Bos and Reuderink (2009) suggested several ways to use BCI for game designs; generally concentrating on its use as a controlling interface and feedback mechanism based on EEG signals. The present exploratory study used the Emotiv EPOC neuroheadset to investigate the affordances of using BCI as a game controller and its potential effect on learning and positive player experiences with a view to providing implications for designing educational games.
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