Sickert, Shaan (2026) Immersion in a Mental Health Awareness Game: The Role of Framing and Anxiety. Bachelor thesis, Psychology.
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Abstract
Applied video games are increasingly used to communicate mental health experiences, with immersion often considered a key mechanism for engagement and potential impact. This study examined whether self-reported anxiety symptoms predict immersion in an anxiety-themed awareness game and whether pre-play framing, which is said to shape players’ expectations and perceived relevance of the game, influences immersion or moderates the anxiety–immersion association. In a laboratory experiment, undergraduate students (final N = 144) were randomly assigned to view either a trailer framing Fractured Minds as a mental health experience or as a neutral entertainment game, after which they played the game (up to six levels) and completed the Immersive Experience Questionnaire (IEQ) and the DASS-21 Anxiety subscale. Contrary to expectations, anxiety symptoms did not significantly predict immersion, immersion did not differ between framing conditions, and framing did not moderate the anxiety–immersion relationship. These findings suggest that immersion in a brief single-session mental health awareness game may not be strongly influenced by anxiety symptoms or short pre-play framing manipulations. Future research should investigate these relationships using more diverse samples, stronger framing manipulations, and measures that capture immersion dynamically over time.
| Item Type: | Thesis (Bachelor) |
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| Supervisor name: | Poppelaars, M. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 11 Mar 2026 07:13 |
| Last Modified: | 11 Mar 2026 07:13 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/6317 |
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