Means, standard deviations, correlations.

The utilization of digital educational infrastructure in schools has propelled digital educational games to the forefront of educational innovation. Despite an abundance of empirical studies on the relationship between digital educational games and student’s motivation for learning, a consensus has yet to be reached. This study aims to bridge existing research gaps by adopting a mixed-methods approach grounded in behaviorist learning theory and contextual cognitive theory. A detailed questionnaire was disseminated to students from three distinct university in Thailand. After the exclusion of invalid responses, a robust sample of 434 valid responses was curated and utilized for analysis. Utilizing SPSS and MPLUS software, empirical analyses were conducted to explore the impact of digital educational games on student’s motivation for learning. Research results indicate that: First, digital educational games positively influence student’s motivation for learning; Second, learning engagement serves as a mediator between digital educational games and student’s motivation for learning; Third, the digital environment moderates the relationship between digital educational games and student’s learning engagement. Notably, the positive impact of digital educational games on student learning engagement is amplified in a more immersive digital environment. This study contributes to behaviorist theory and social cognition theory by elucidating how digital educational games affect student’s motivation for learning through their engagement and by highlighting the moderating role of the digital environment. Practically, these findings underscore the significance of digital educational games and the digital environments in schools to enhance student’s motivation for learning.

学校数字化教育基础设施（digital educational infrastructure）的普及，推动数字教育游戏（digital educational games）成为教育创新的前沿领域。尽管已有大量围绕数字教育游戏与学生学习动机（student’s motivation for learning）之间关联的实证研究，但学界尚未就此达成共识。本研究旨在弥补现有研究缺口，采用基于行为主义学习理论（behaviorist learning theory）与情境认知理论（contextual cognitive theory）的混合研究方法。研究团队向泰国三所不同高校的学生发放了详细问卷，在剔除无效作答后，最终整理得到434份有效可靠的样本用于分析。本研究借助SPSS与MPLUS软件开展实证分析，以探究数字教育游戏对学生学习动机的影响。研究结果表明：其一，数字教育游戏对学生学习动机具有正向影响；其二，学习投入（learning engagement）在数字教育游戏与学生学习动机之间发挥中介作用；其三，数字环境在数字教育游戏与学生学习投入之间起到调节作用。值得注意的是，在更具沉浸感的数字环境（immersive digital environment）中，数字教育游戏对学生学习投入的正向影响会得到进一步增强。本研究阐明了数字教育游戏如何通过影响学生学习投入进而作用于其学习动机，并凸显了数字环境的调节作用，从而为行为主义学习理论与社会认知理论（social cognition theory）的发展提供了新的补充。从实践层面来看，本研究结果凸显了学校数字教育游戏与数字环境对于提升学生学习动机的重要意义。