An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning

TLDR

Digital game‑based learning, especially massively multiplayer online games, is promoted for boosting student motivation and complex problem‑solving skills, yet evidence remains largely anecdotal. This study investigates how learners’ motivation, engagement, and complex problem‑solving outcomes interact during game‑based learning. The authors present a theoretical model linking problem representation, motivation (interest, competence, autonomy, relatedness, self‑determination, self‑efficacy), and engagement in a dynamic framework. Results show that motivation drives engagement, which in turn drives complex problem‑solving development, and that game task design strongly influences all three, informing the design of effective game‑based learning environments.

Abstract

Digital game-based learning, especially massively multiplayer online games, has been touted for its potential to promote student motivation and complex problem-solving competency development. However, current evidence is limited to anecdotal studies. The purpose of this empirical investigation is to examine the complex interplay between learners’ motivation, engagement, and complex problem-solving outcomes during game-based learning. A theoretical model is offered that explicates the dynamic interrelationships among learners’ problem representation, motivation (i.e., interest, competence, autonomy, relatedness, self-determination, and selfefficacy), and engagement. Findings of this study suggest that learners’ motivation determine their engagement during gameplay, which in turn determines their development of complex problem-solving competencies. Findings also suggest that learner’s motivation, engagement, and problem-solving performance are greatly impacted by the nature and the design of game tasks. The implications of this study are discussed in detail for designing effective game-based learning environments to facilitate learner engagement and complex problemsolving competencies.