Does Motivation Enhance Knowledge Acquisition in Digital Game-Based and Multimedia Learning? A Review of Studies from One Lab

  • Cyril BromEmail author
  • Filip Děchtěrenko
  • Vít Šisler
  • Zdeněk Hlávka
  • Jiří Lukavský
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11243)


In the contexts of digital game-based and multimedia learning, little is known about the strengths of associations between positive affective-motivational factors elicited during a study session and the quality of knowledge acquisition. Here, we take a step forward in filling this gap by re-analyzing our 11 experiments carried out between 2009–2017, featuring digital games, a simulation, animations, or a computerized presentation (total N = 1,288; primarily Czech and Slovak high school and university learners). The correlational meta-analysis showed that the overall relationship between positive affective-motivational variables and learning outcomes was significant, but relatively weak. The weaker relationship was found for enjoyment and generalized positive affect compared to flow. The finding corroborates the idea that affective-motivational states may be differentially related to learning outcomes. Future research should investigate why some affective-motivational states seem to play relatively limited roles in learning from multimedia instructional materials.


Digital game-based learning Multimedia learning Motivation Flow Learning outcomes 



We thank to numerous collaborators who participated on the studies; most notably, T. Stárková, T. Hannemann, and D. Klement. We also thank Laboratory of Behavioral and Linguistic Studies in Prague, where part of the studies was conducted. Studies were primarily supported by the Czech Science Foundation (GA ČR) (Projects nr. P407/12/P152, 15-14715S). During writing this review, C.B. and V.Š. were supported by the project PRIMUS/HUM/03. V.Š. was further supported by the European Regional Development Fund-Project “Creativity and Adaptability as Conditions of the Success of Europe in an Interrelated World” (No. CZ.02.1.01/0.0/0.0/16_019/0000734) and Charles University Program Progress Q15. F.D. and J.L. were supported by Czech Academy of Sciences (RVO 68081740 and research program Strategy AV21). Z.H. was partially supported by Charles University Program – Progress Q49.


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Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  • Cyril Brom
    • 1
    Email author
  • Filip Děchtěrenko
    • 2
  • Vít Šisler
    • 1
    • 3
  • Zdeněk Hlávka
    • 1
  • Jiří Lukavský
    • 2
  1. 1.Faculty of Mathematics and PhysicsCharles UniversityPragueCzech Republic
  2. 2.Institute of PsychologyCzech Academy of SciencesPragueCzech Republic
  3. 3.Faculty of ArtsCharles UniversityPragueCzech Republic

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