Integrating Self-Determination and Flow Theory: A Multidimensional Analysis of Gaming Experience Effects on Gamified Learning

Differences in learners’ game experience significantly affect their motivation, experience and effect of gamified learning, but the related mechanisms are not yet clear, and there is a lack of targeted design strategies. In this study, we constructed a hypothetical model of game experience differences affecting gamified learning based on the grand theory perspective, and collected data on visual cognition, learning motivation, experience and effect of 25 high and low game experience middle school students through eye tracking and questionnaire survey, to validate the model and analyse the path of influence of the differences. The results show that the high-experience group showed stronger intrinsic motivation, positive emotions and learning effects, while the low-experience group relied on external motivation; the mechanism of action is that the high-experience group reduces external motivation, enhances intrinsic motivation and positive emotions, and optimises the learning effects in combination with the mind-flow experience and perceived achievement. Finally, four types of design strategies are proposed: promoting the transformation of “external motivation” to “internal motivation”, balancing the difficulty of the task with the skill level, using positive emotions to enhance cognitive processing, and scientifically designing the game elements and mechanisms to meet the needs of learners with different experiences.