Sample description.

Game-based learning (GBL) supports the development of domain-specific competencies, especially knowledge, more effectively than traditional learning methods. However, it is still unclear which elements of GBL positively impact learning outcomes such as motivation and attitudes. This study involved 293 upper-secondary students in a quasi-experiment using a 2 × 2 control group design with five measurement points to test the effects of game mechanics and reflection prompts. This approach aimed to assess their effects on the basic needs experience and attitude towards financial planning among upper-secondary school students. We applied a multivariate analysis of variance and a moderated mediation path model to address two questions: (a) whether game experiences differ depending on core mechanics and reflection prompt design, and (b) whether game mechanics influence changes in finance-related attitude through basic needs experience, moderated by reflection prompts. The findings demonstrate that games offering a higher degree of strategic decision-making options and direct reflection prompts positively impact students’ basic needs experience with a moderate effect size. However, the path model did not reveal a group-specific influence on finance-related attitude. Therefore, this study provides initial results from an experimental approach to identifying the influence of different game mechanics and reflection prompts, offering valuable empirical insights into the implementation of GBL in educational settings across domains.游戏化学习（Game-based Learning，GBL）相较于传统学习方法，能更有效地助力学习者发展领域专属能力，尤其是专业知识。然而目前仍尚不明确，游戏化学习的哪些要素会对学习成果（如学习动机与学习态度）产生积极影响。本研究针对293名高中生开展了一项准实验，采用2×2对照组设计，设置5个测量节点，以探究游戏机制与反思提示的教学效果。本研究旨在评估这两类要素对高中生基本心理需求体验以及理财规划态度的影响。本研究采用多元方差分析与有调节的中介路径模型，旨在解答两个研究问题：（a）游戏体验是否因核心游戏机制与反思提示设计的不同而存在差异；（b）游戏机制是否通过影响基本心理需求体验，进而改变学生的理财相关态度，且该路径受反思提示的调节作用。研究结果显示，提供更多战略决策选项以及直接式反思提示的游戏，会对学生的基本心理需求体验产生积极影响，且效应量处于中等水平。但该路径模型并未发现组别对理财相关态度存在特异性影响。因此，本研究通过实验方法获取了识别不同游戏机制与反思提示影响效应的初步研究结果，为跨领域教育场景中的游戏化学习实践提供了极具价值的实证见解。