Abstract
One of the assumptions in promoting serious educational games is that such engagements are playable and enjoyable. The social cognitive research has already generated and tested a number of motivational theories and models. To advance both theoretical developments and empirical research into serious educational games, it is beneficial to examine the relevant motivational factors from existing social cognitive perspectives. Although there have been some studies in the field of simulations and games reporting elevated self-efficacy and reduced learner anxiety under certain circumstances, it is important to conduct systematic research to examine learner motivation in the context of educational games and select appropriate tools for checking motivational elements in instructional design.