A1 Refereed original research article in a scientific journal
Acceptance of Game-Based Learning and Intrinsic Motivation as Predictors for Learning Success and Flow Experience
Authors: Manuel Ninaus, Korbinian Moeller, Jake McMullen, Kristian Kiili
Publisher: SERIOUS GAMES SOC
Publication year: 2017
Journal: International Journal of Serious Games
Journal name in source: INTERNATIONAL JOURNAL OF SERIOUS GAMES
Journal acronym: INT J SERIOUS GAMES
Volume: 4
Issue: 3
First page : 15
Last page: 30
Number of pages: 16
ISSN: 2384-8766
DOI: https://doi.org/10.17083/ijsg.v4i3.176
Web address : http://journal.seriousgamessociety.org/index.php?journal=IJSG&page=article&op=view&path[]=176
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/29521343
There is accumulating evidence that engagement with digital math games can improve students' learning. However, in what way individual variables critical to game-based learning influence students' learning success still needs to be explored. Therefore, the aim of this study was to investigate the influence of students' acceptance of game-based learning (e. g., perceived usefulness of a game as a learning tool, perceived ease of use), as well as their intrinsic motivation for math (e. g., their math interest, self-efficacy) and quality of playing experience on learning success in a game-based rational number training. Additionally, we investigated the influence of the former variables on quality of playing experience (operationalized as perceived flow). Results indicated that the game-based training was effective. Moreover, students' learning success and their quality of playing experience were predicted by measures of acceptance of game-based learning and intrinsic motivation for math. These findings indicated that learning success in game-based learning approaches are driven by students' acceptance of the game as a learning tool and content-specific intrinsic motivation. Therefore, the present work is of particular interest to researchers, developers, and practitioners working with gamebased learning environments.
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