How a Digital Maths Game Can Trigger Intrinsic Motivation at Home: the stimulating role of Game Performance and Enjoyment, and the Negligible Effect of Math Anxiety

This study examined the spontaneous use of an educational game at home after six weeks of game-based learning intervention in school. We explored whether an educational game could trigger intrinsic motivation to play at home without school obligations and what factors influenced this decision.The game interactions of 1900 primary school students were monitored for three months after the class intervention. We found that half played the "7 Spells" game at home, with retention rates comparable to entertainment games. The decision to play was supported by two non-mutually exclusive paths: a performance-driven one, where higher maths skills and in-game success encouraged home play, and an enjoyment-driven one, where students played because they liked the game. Notably, maths anxiety did not limit home play. No gender effect was found, as girls played as much as boys. Our findings underscore the potential of educational games to foster intrinsic motivation, making maths practice more inclusive and sustainable beyond the classroom. Significant class-level differences were found, highlighting the importance of peer influence and the broader classroom environment in shaping students’ decisions to engage with the game outside of school.