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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

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Acceptance of game-based learning and intrinsic motivation as predictors for learning success and flow experience. / Ninaus, Manuel; Moeller, Korbinian; McMullen, Jake; Kiili, Kristian.

In: International Journal of Serious Games, Vol. 4, No. 3, 2017, p. 15-30.

Research output: Contribution to journalArticleScientificpeer-review

Harvard

Ninaus, M, Moeller, K, McMullen, J & Kiili, K 2017, 'Acceptance of game-based learning and intrinsic motivation as predictors for learning success and flow experience', International Journal of Serious Games, vol. 4, no. 3, pp. 15-30. https://doi.org/10.17083/ijsg.v4i3.176

APA

Vancouver

Author

Ninaus, Manuel ; Moeller, Korbinian ; McMullen, Jake ; Kiili, Kristian. / Acceptance of game-based learning and intrinsic motivation as predictors for learning success and flow experience. In: International Journal of Serious Games. 2017 ; Vol. 4, No. 3. pp. 15-30.

Bibtex - Download

@article{cabeae59adbe495c856946e3e330ba2a,
title = "Acceptance of game-based learning and intrinsic motivation as predictors for learning success and flow experience",
abstract = "There is accumulating evidence that engagement with digital math games canimprove students’ learning. However, in what way individual variables critical togame-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 alearning 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 learningsuccess in a game-based rational number training. Additionally, we investigated theinfluence of the former variables on quality of playing experience (operationalizedas perceived flow). Results indicated that the game-based training was effective.Moreover, students’ learning success and their quality of playing experience werepredicted by measures of acceptance of game-based learning and intrinsicmotivation for math. These findings indicated that learning success in game-basedlearning approaches are driven by students’ acceptance of the game as a learningtool and content-specific intrinsic motivation. Therefore, the present work is ofparticular interest to researchers, developers, and practitioners working with gamebasedlearning environments.",
author = "Manuel Ninaus and Korbinian Moeller and Jake McMullen and Kristian Kiili",
year = "2017",
doi = "10.17083/ijsg.v4i3.176",
language = "English",
volume = "4",
pages = "15--30",
journal = "International Journal of Serious Games",
issn = "2384-8766",
publisher = "Serious Games Society",
number = "3",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Acceptance of game-based learning and intrinsic motivation as predictors for learning success and flow experience

AU - Ninaus, Manuel

AU - Moeller, Korbinian

AU - McMullen, Jake

AU - Kiili, Kristian

PY - 2017

Y1 - 2017

N2 - There is accumulating evidence that engagement with digital math games canimprove students’ learning. However, in what way individual variables critical togame-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 alearning 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 learningsuccess in a game-based rational number training. Additionally, we investigated theinfluence of the former variables on quality of playing experience (operationalizedas perceived flow). Results indicated that the game-based training was effective.Moreover, students’ learning success and their quality of playing experience werepredicted by measures of acceptance of game-based learning and intrinsicmotivation for math. These findings indicated that learning success in game-basedlearning approaches are driven by students’ acceptance of the game as a learningtool and content-specific intrinsic motivation. Therefore, the present work is ofparticular interest to researchers, developers, and practitioners working with gamebasedlearning environments.

AB - There is accumulating evidence that engagement with digital math games canimprove students’ learning. However, in what way individual variables critical togame-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 alearning 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 learningsuccess in a game-based rational number training. Additionally, we investigated theinfluence of the former variables on quality of playing experience (operationalizedas perceived flow). Results indicated that the game-based training was effective.Moreover, students’ learning success and their quality of playing experience werepredicted by measures of acceptance of game-based learning and intrinsicmotivation for math. These findings indicated that learning success in game-basedlearning approaches are driven by students’ acceptance of the game as a learningtool and content-specific intrinsic motivation. Therefore, the present work is ofparticular interest to researchers, developers, and practitioners working with gamebasedlearning environments.

U2 - 10.17083/ijsg.v4i3.176

DO - 10.17083/ijsg.v4i3.176

M3 - Article

VL - 4

SP - 15

EP - 30

JO - International Journal of Serious Games

JF - International Journal of Serious Games

SN - 2384-8766

IS - 3

ER -