Abstract:
This evaluation of Immersive Learning at Ball State University was twofold: to examine
both the profile of immersive learning students and to explore the relations between immersive
learning experiences and self-determination factors during the course of a semester. These selfdetermination
factors included autonomy, competence, and relatedness. A comprehensive
profile of both demographic and academic characteristics of the immersive learning student was
defined through this study. The relations between self-determination factors and level of
immersion were investigated. No statistically significant differences in perceived levels of
autonomy or competence were noted throughout the semester between the three groups (full
immersion experiences, partial immersion experiences, and no immersion experiences).
However, perceptions of relatedness differed between students who engaged in fully immersive
learning opportunities and those who participated in partially immersive experiences and courses
without immersion; fully immersive experiences reported lower perceptions of relatedness. The
Office of Immersive Learning would be prudent to continue evaluation efforts of immersive
learning programs to expand upon successful practices and provide modifications of components
that are not deemed effective.
