The Impact and Pathways of Digital Game‐Based Learning on STEM Undergraduates' Engineering Concepts: Integrating Self‐Determination Theory and Flow Theory

ABSTRACT Game‐based learning (GBL) has demonstrated effectiveness across various disciplines, yet its application in engineering education remains limited. Understanding engineering concepts is essential not only for engineering students but for all STEM undergraduates. This study investigates the potential of GBL to enhance STEM students' comprehension of engineering concepts, and explores the underlying influence pathways by integrating self‐determination theory (SDT), flow theory (FT), and personal gaming history. Structural equation modeling was employed to analyze the relationships among these variables. Results indicate that completing game tasks significantly improves students' understanding of engineering concepts. Among the influence pathways, need frustration emerged as a major barrier (path coefficient = −0.355), while need satisfaction strongly promoted both flow experience (0.779) and game motivation (0.703). Additionally, personal gaming experience, flow experience, and game motivation positively influenced game satisfaction (path coefficients = 0.114, 0.559, and 0.329, respectively). These findings support the effectiveness of GBL in engineering education. To optimize learning outcomes, game design and use should address students' basic psychological needs, minimize need frustration, and foster flow and motivation, thereby enhancing engagement and conceptual understanding.