Abstract
<p>Many proponents of the digital game-based learning (DGBL) approach believe that learning through games can revolutionize education. Indeed, DGBL is recognized as having the potential to enhance the learning experience, but it is not well researched how it improves learning effectiveness. </p> <p>This study compares the efficacy between the game and video-based learning tools. Based on Self-Determination Theory and Flow Theory of Optimal Experience, we investigated a relationship between learning tools, motivation, flow, and learning outcomes. </p> <p>We used the experimental data collection method under controlled conditions with 340 university students. Results showed significantly higher learning outcomes for those who learned through learning tools designed using instructional design methodologies. We suggest that the application of instructional design practices matters, and well-designed game-based and videobased learning tools can be equally effective. It should not be assumed that one format of learning tool is more effective than another.</p>
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