  Background: Using digital games for educational purposes has been associated
with higher levels of motivation among learners of different educational
levels. However, the underlying psychological factors involved in digital game
based learning (DGBL) have been rarely analyzed considering self-determination
theory (SDT, Ryan \& Deci, 2000b); the relation of SDT with the flow experience
(Csikszentmihalyi, 1990) has neither been evaluated in the context of DGBL.
