Relationship between Setting Description and Immersion in Fiction in Algeria

Purpose: The aim of the study was to assess the relationship between setting description and immersion in fiction in Algeria. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study found that vivid and detailed depictions of settings significantly enhance reader immersion. The Study have shown that richly described settings contribute to a more immersive reading experience by allowing readers to mentally visualize and emotionally connect with the story world. Moreover, descriptive passages that engage multiple senses, such as sight, sound, smell, and texture, have been found to deepen immersion by creating a more sensory-rich environment. Additionally, the effectiveness of setting description in fostering immersion seems to be influenced by factors such as reader preferences, genre conventions, and the narrative context. Overall, the findings highlight the importance of thoughtful and evocative setting descriptions in enhancing reader engagement and immersion in fictional narratives. Implications to Theory, Practice and Policy: Schema theory, transportation theory and reader-response theory may be used to anchor future studies on assessing the relationship between setting description and immersion in fiction in Algeria. In terms of practical implications, findings from research on setting description and immersion can inform authors, educators, and practitioners in the fields of literature, media, and education. From a policy perspective, research on setting description and immersion in fiction can inform initiatives aimed at promoting literacy, cultural diversity, and media literacy.