Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

2. Literature Review

Many researchers have considered that appropriate materials or instruction allow children to learn happily while playing games (Hwang, & Wu, 2012; Norman, 1981). Compared to other modes of learning, games are considered more acceptable and accessible to children and could assist pupils in developing their thinking skills (Hwang, Wu, & Chen, 2012; Seonju, 2002). Bourgonjon, Grove, Smet, Looy, Soetaert, and Valcke (2013) investigated the factors that influence the acceptance of commercial video games as learning tools in order to understand teachers’ perceptions and beliefs in the secondary school classroom. Moreover, researchers have mentioned that actively exploring and acquiring knowledge in situations is practical and could be referred to other situations. For this reason, the provision of abundant learning situations allows practical exploration by learners through observation and action, thus leading to further acquisition of problem-solving skills (Hwang, Kuo, Chen, & Ho, 2014; Young, 1993).