Analyzed players’ feelings towards their favourite game and led them to propose three gradual and successive levels of player immersion: engagement, engrossment, and total immersion.
Used schema theory to understand immersion in different media. Examined antecedents to immersion in interface design, options for navigation, and other features of game. Adopted flow for understanding the consequences of immersion.
Argued that educational games need to be immersive to be well functioning. The main rationale was that immersion involves an acceptance and submission to rules and conditions that create and drive the participation in the virtual environment.
Found a positive correlation between immersion and enjoyment. Argued immersion to be temporal, but influences gamers over time as they trigger attitudes as enjoyment.
Found presence (compare immersion), flow, and enjoyment (compare gameplay experience) to be different but yet related concepts in a statistical test of two groups with about 40 participants in each.