Must Feedback Disrupt Presence in Serious Games?

Serious games are generally designed with two goals in mind: promoting learning and creating compelling and engaging experiences (sometimes termed a sense of presence). Presence itself is believed to promote learning, but serious games often attempt to further increase pedagogical value. One way to do so is to use an intelligent tutoring system (ITS) to provide feedback during gameplay. Some researchers have expressed concern that, because feedback from an ITS is often extrinsic (i.e., it operates outside of the primary game mechanic), attending to it disrupts players ’ sense of presence. As a result, learning may be unintentionally hindered by an ITS. However, the most beneficial conditions of instruction are often counterintuitive; in this paper, we challenge the assumption that feedback during learning hinders sense of presence. Across three experiments, we examined how an ITS that provided extrinsic feedback during a serious game affected presence. Across different modalities and conditions, we found that feedback and other ITS features do not always affect presence. Our results suggest that it is possible to provide extrinsic feedback in a serious game without detracting from the immersive power of the game itself