From the Passive Classroom to the Productive One: A Conceptual Review of Game-Based Learning Theories and their Applications in Fostering Student Intrinsic Motivation

Abstract

The prevailing challenge in contemporary education is persistent student disengagement and reliance on passive, teacher-centric pedagogical models. This conceptual review argues that the shift towards approaches fostering sustained Intrinsic Motivation—engagement driven by inherent satisfaction rather than external rewards—is paramount for academic persistence and lifelong learning (Ambrose et al., 2010; Ryan & Deci, 2017). The review proposes Game-Based Learning (GBL), defined as the integration of complete, complex game systems (Gee, 2007)، as a theoretically grounded solution for this transition. The core contribution of the study is a unified synthesis linking specific GBL mechanics to two established psychological frameworks: Self-Determination Theory (SDT) and Flow Theory. SDT posits that intrinsic motivation is maximized when three fundamental Basic Psychological Needs (BPNs) are satisfied: Autonomy, Competence, and Relatedness. The review demonstrates how well-designed GBL environments inherently satisfy these needs through features like non-linear progression, immediate and informative feedback (Przybylski et al., 2010)، and collaborative modes. A critical aim is to distinguish GBL from the application of purely extrinsic incentives found in shallow Gamification (Werbach & Hunter, 2012). The paper concludes by presenting an SDT-GBL Integration Framework designed to guide instructional designers and educators in moving beyond passive learning toward truly motivational GBL practices and robust Motivational Design.