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Acceptance of game-based learning and intrinsic motivation as predictors for learning success and flow experience

Research output: Contribution to journalArticleScientificpeer-review


Original languageEnglish
Pages (from-to)15-30
Number of pages16
JournalInternational Journal of Serious Games
Issue number3
Publication statusPublished - 2017
Publication typeA1 Journal article-refereed


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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