Game and learning mechanics under the perspective of self-determination theory for supporting motivation in digital game based learning

Abstract

Using digital games in the classroom has been associated with higher levels of motivation among the students of different educational levels. However, the underlying psychological factors involved in the process have been rarely analyzed considering the self-determination theory (SDT) components and their relation to the optimal experience or flow [12]. In this paper, we aim to introduce a theoretical framework where the use of digital games in the classroom is analyzed through the game and learning mechanics of the LG-MG model [5] and the relation of the mechanics with the components of the SDT. The implications for the use of digital games in the classroom in order to promote the students’ motivation is discussed in the last section of the paper.