Title: Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games
Author Name:M. P. Jacob Habgood and Shaaron E. Ainsworth
Selected Case (Published Article): https://doi.org/10.1080/10508406.2010.508029
1. Introduction
Game-based learning has emerged as an enormous trend worth billions of dollars in K-12 education. At its core, game-based learning integrates instructional content into an engaging, game-like experience that provides individualized instruction to students as they go through the content. Traditional “edutainment” games often rely on extrinsic rewards, such as completing quizzes to unlock gameplay. This approach creates the idea that learning is the boring part that must be completed first in order to engage in the fun part that is the gameplay. It can fail to truly engage learners over time, and it risks reducing students’ intrinsic motivation when we rely too much on extrinsic rewards. Game-based learning has the potential to foster intrinsic motivation—the kind of motivation driven by the activity itself rather than external rewards. Intrinsically integrated games embed learning content into the heart of the gameplay, enhancing both motivation and learning outcomes.
This chapter explores how Zombie Division, a game designed to teach mathematics to elementary-aged students, provides a case study in intrinsic motivation integration in game-based learning. By blending gameplay mechanics with mathematical content, the game demonstrates how educational games can both motivate students and achieve measurable learning gains.
2. Overview of the Case
This study by Habgood and Ainsworth investigated the concept of intrinsic integration; intrinsic integration is when learning content is woven into a game’s core mechanics. To do so, they developed a game called Zombie Division. The game aimed to teach division skills to students aged 7–11. Players defeated enemies (zombies) by selecting weapons (divisors) that could divide the numbers on the skeletons’ chests.
For this study, they created three versions of the game. In the Intrinsic Version, division problems were part of the combat mechanics (as described above). In the Extrinsic Version, the combat was non-mathematical, and the division problems were presented as multiple-choice quizzes at the end of levels that must be completed to move on to the next level. The third version was the Control Version, which contained no math content at all.
The study was conducted with two experiments to compare learning outcomes and engagement between these versions.
3. Solutions Implemented
In this study, the solution implemented and tested was intrinsic integration: integrating the learning content into the game play. The authors believed this would increase students’ intrinsic motivation to play the game and increase learning outcomes.
The Intrinsic Version of Zombie Division included the division content within the game’s primary mechanics. Players want to defeat zombie enemies to progress from level to level. In the Intrinsic Version, each enemy zombie’s chest displayed a dividend (such as the number “10”). Players had to select the weapon with the correct operation and divisor (such as “divide by 2”) in order to defeat the enemies. Weapon animations reflected the mathematical operations–for instance, “divide by 2” would result in a sword swipe. If players selected the incorrect mathematical choice, there were game consequences, such as losing health, which reinforced the need to do accurate calculations.
In the Extrinsic Version, the combat was entirely non-mathematical. At the end of each level, players had to answer a series of multiple choice division quiz questions before they could move on to unlocking the next level. This version still included the same division content, but the game and the educational material were separate activities.
The study was conducted in two parts. In the first experiment, 58 children aged 7-8 were divided into three groups: intrinsic, extrinsic, and control. Students played the game over several short sessions, totaling 135 minutes, in a controlled classroom environment. After playing, a teacher-led reflection session reinforced the mathematical concepts. Pre- and post-tests measured learning gains, and a test assessed retention two weeks later.
In the second experiment, 16 older students were given free choice to play either the intrinsic or extrinsic version of the game in an after-school club. Researchers tracked the time students spent on each version to measure engagement and motivational appeal. This design ensured that the study effectively compared both learning outcomes and time-on-task behavior across conditions.
4. Outcomes
The study produced clear evidence that intrinsic integration positively impacts both learning outcomes and student motivation.
In the first experiment, students who played the intrinsic version demonstrated greater learning gains. In fact, students in the intrinsic group outperformed both the extrinsic and control groups in the immediate post-tests and the delayed retention tests. Since learning gains lasted longer in the intrinsic group, this suggests that integrating math into gameplay increased long-term retention.
The second experiment focused on student choice and time on task. When given free choice between the intrinsic and extrinsic versions, students spent seven times longer playing the intrinsic version. This clearly shows the intrinsic version’s engaging mechanics maintained students’ interest, which drove persistence and task completion.
The findings show the motivational power of intrinsically integrated games. By blending learning and fun, students were more willing to invest time and effort into mastering the content.
5. Implications
This study highlights several important implications for game designers, educators, and administrators. When designing learning games, it is essential to move beyond the simplistic approach of treating gameplay as a mere reward for completing educational tasks. Instead, learning objectives should be directly embedded into the gameplay. This approach creates games that not only motivate students to play but also foster meaningful learning gains. Thoughtful game design—one that aligns mechanics, narrative, and educational goals—can transform how students perceive and engage with learning.
Students are more likely to engage deeply when learning content is seamlessly embedded in the most enjoyable and engaging aspects of a game. For educators, the study emphasizes the importance of carefully selecting educational games for instructional use. It is not sufficient to simply search for a “division game” online; teachers and administrators must choose games with content that is intrinsically integrated. By doing so, classrooms, schools, and districts can achieve improvements in both immediate learning outcomes and long-term retention.
While intrinsic integration has proven effective, there are still some challenges. Some students may struggle to transfer skills learned in games to traditional classroom tasks. In this study, this challenge was addressed by intentionally scaffolding mathematical concepts through teacher-led reflection sessions. Another potential concern is that action-packed learning games could inadvertently overwhelm students—particularly younger learners—by combining cognitive demands with fast-paced gameplay. Future research could explore how intrinsic games can balance cognitive load while maximizing the transfer of learning to real-world tasks.
For both educators and game designers, this case study serves as a powerful reminder: when learning is fun and engaging, student motivation increases, and students actively choose to learn.
References
Habgood, M. P. J., & Ainsworth, S. E. (2011). Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games. The Journal of the Learning Sciences, 20(2), 169–206. https://doi.org/10.1080/10508406.2010.508029