The Role of Intrinsic Motivation in Mediating the Relationship between Game-Based Learning and Student Engagement
Abstract
This study was conducted to examine the effect of Game-Based Learning (GBL) on students’ intrinsic motivation, behavioral engagement, and emotional engagement, as well as the mediating role of intrinsic motivation in these relationships. The study was prompted by the phenomenon of learning loss following the COVID-19 pandemic, which has led to a decline in motivation and engagement among students at SMKN 2 Kota Kediri. A quantitative approach using SEM-PLS analysis was employed, with a questionnaire serving as the data collection instrument. The theoretical framework used is Self-Determination Theory (SDT) by Ryan & Deci. The study found that GBL has a significant positive effect on intrinsic motivation (f² = 1.328), behavioral engagement (f² = 0.382), and emotional engagement (f² = 0.109). Intrinsic motivation was found to have a significant effect on emotional engagement, but not on behavioral engagement. Mediation analysis indicated that intrinsic motivation partially mediates the effect of GBL on emotional engagement, whereas on the behavioral engagement pathway, intrinsic motivation was not found to act as a mediator. These findings imply that GBL is a learning method considered effective in enhancing learners’ motivation and engagement.
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