Evaluation of Spatial Perspective Taking Skills using a Digital Game with Different Levels of Immersion

  • Laura Freina National Research Council – Institute for Educational Technologies http://orcid.org/0000-0003-1202-087X
  • Rosa Bottino National Research Council – Institute for Educational Technologies
  • Mauro Tavella National Research Council – Institute for Educational Technologies
  • Carlo Chiorri University of Genova – DISFOR
Keywords: Spatial Perspective Taking, Virtual Reality, Immersion, Spatial Reasoning


The present paper presents the results of an experiment aimed at assessing the impact of different levels of immersion on performance in a Spatial Perspective Taking (SPT) task. Since SPT is an embodied skill, the hypothesis was that the more immersive a tool is, the better the performance should be. Ninety-eight students from a local primary school have played with three different versions of a game: (i) completely immersive with a Head Mounted Display, (ii) semi immersive on a computer screen and (iii) non-immersive where no movements were possible for the player. Results showed that in the immersive versions of the game, players obtained higher scores than in the non-immersive version, suggesting that an immersive tool can better support performance in a SPT task.

Author Biography

Rosa Bottino, National Research Council – Institute for Educational Technologies
Director of the Institute for Educational Technologies


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How to Cite
Freina, L., Bottino, R., Tavella, M., & Chiorri, C. (2017). Evaluation of Spatial Perspective Taking Skills using a Digital Game with Different Levels of Immersion. International Journal of Serious Games, 4(3). https://doi.org/10.17083/ijsg.v4i3.178
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