Table_1.DOCX

Abstract

This study aims to investigate the effects of students’ learning motivation and learning performance in a digital game-based learning setting and the structure of competition. This study mainly uses the structure of Social Cognitive Theory (SCT) which emphasized the bidirectional effects between personal factors, environmental factors, and behavior. We use emotional state as the personal factor, social support as the environmental factor, learning performance as behavior. We also use self-efficacy and learning motivation as the mediating factors in the model. Data samples are collected from approximately 600 students in junior high school in Taiwan. The students learn via either application or conventional lectures in three groups. Control group (CG) learns the course in conventional learning approach, Experimental group 1 (EG1) only learns by a digital game while experimental group 2 (EG2) learns by the digital game with the structure of competing and entrepreneurship with classmates. The result of this research shows that emotional state will negatively affect learning motivation and self-efficacy, self-efficacy will positively affect learning motivation, social support will positively affect self-efficacy, and self-efficacy and learning motivation will both positively affect learning performance. In addition, this research certifies previous works that entrepreneurs prefer to be more aggressive in competitions, having a high demand for accomplishment motivation, and more likely to facilitate competitive over non-competitive environments.