Behavioral Patterns of ELF Students with Different Levels of Learning Motivation in Digital Gaming Contexts

Abstract

Digital game-based learning (DGBL) has been widely integrated into language education to create dynamic and interactive practice environments for English as a Foreign Language (EFL) learners. While numerous studies have examined the impact of gamification on learning outcomes, comparatively few have explored how learners’ motivation levels influence their behavioral patterns within game-based learning environments. Grounded in self-determination theory, this study investigates the relationship between learning motivation and student behavior in a DGBL context. The study involved 53 sixth-grade EFL students from an elementary school in Taiwan, who were categorized into high- and low-motivation groups using a validated learning motivation scale. The results revealed distinct behavioral patterns between the two groups. High-motivation students exhibited more complete and goal-directed learning sequences, demonstrating persistence and strategic engagement. In contrast, low-motivation students often displayed fragmented behaviors and repeated unsuccessful attempts, reflecting less effective interaction with the game-based tasks. These findings underscore the critical role of learning motivation in shaping students’ engagement and learning progression in DGBL environments, offering implications for designing personalized and adaptive game-based interventions.