Self-determination (SD) and game-based learning have attracted great attention, and recent investigation studies have shown that SD is closely related to flow and mastery experience. This study pioneered at developing a game-based learning program with an emphasis on SD intervention, in which comprehensive creativity strategies within a story context were presented. Through this training program, we further differentiated between the ways that the SD need before the training and the SD experience during the training influenced flow and mastery experience pertaining to creativity. The participants were 82 third and fourth graders. The results showed that the SD experience was a better predictor of the pupils’ flow and mastery experience than the SD need, suggesting the importance of implementing SD intervention to maximize the game-based creativity learning. The developed training program and the proposed theoretical framework provide valuable implications for the instruction of creativity.

自决（SD）和基于游戏的学习备受关注，最近的调查研究表明，SD与流程和掌握经验密切相关。这项研究率先开发了基于游戏的学习程序，重点是SD干预，其中提出了故事情境下的综合创造力策略。通过此培训计划，我们进一步区分了SD在培训之前需要的方式和SD在培训期间的经验会影响与创造力有关的流程和精通经验。参与者是82位三年级和四年级学生。结果表明，与SD需求相比，SD体验可以更好地预测学生的流量和掌握程度，提出实施SD干预以最大化基于游戏的创造力学习的重要性。制定的培训计划和建议的理论框架为创造力的教学提供了宝贵的启示。