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The research is based within the field of instructional design of educational media, focusing exemplarily on educational computer games as the primary object of investigation. The research provides an insight into the learning effectiveness of games for educational purpose by highlighting the relation between games design, virtual presence as one of learners emotion-related game-playing responses and the human cognitive system. Design methods, specifically the integration of support devices in educational computer games, are tested for their influence on these factors resulting in learning effectiveness. To complete the whole picture, learners tendencies to invest in learning with games are also taken into account since their differences might become problematic due to their possible guidance of virtual presence, mental effort and learning. Based on results provided in this book implications for the design of educational games are outlined and the directions of future instructional technology research are recommended in order to improve designers understanding for creating more effective educational games for learning.

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Claudia Schrader holds a Master s degree in Science of Communication and Psychology from the FSU Jena, Germany, and a PhD degree in the field of Educational Science and Media Research from the FernUniversität in Hagen, Germany. Her main areas of research focus on the effects of instructional design of educational media on emotions and learning.

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