The effects of intrinsic motivation and flow in an educational game on student’s academic achievements

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Moon, H. & Baek, Y. (2010). The effects of intrinsic motivation and flow in an educational game on student’s academic achievements. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 1991-1997). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33654.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
ISBN 1-880094-78-9
  David Gibson & Bernie Dodge
AACE

More Information on SITE
Table of Contents

Authors

Hyunkyung Moon, Youngkyun Baek, Korea National University of Education, Korea (South)

Abstract

This paper suppose a hypothesis that if which the learning objectives and contents are well integrated into the internal structure of the game and player feels be motivated and be immersed, then the goal of the game and the learning objectives will be accomplished. Recently in Korea, Teachers are getting to use digital education games in classes with confidence. The current study used paired T-test and regression to evaluate the strength of various predictors of game achievement, including academic achievement. The participants are fifth grade students of elementary school. Educational software game Zoombini has effects on related learning subjects. There are close correlation between intrinsic motivation and flow. Flow experience gives direct effects on game achievement. Flow experience is important for player to obtain good game achievement in Game Based Learning. Teacher has to give students enough time and guide to flow experience in gaming for game achievement, when they apply education software game to their classes.

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