Abstract
Previous work has provided the following three intrinsic motivations as a reason why children are eager to play video games; challenge, fantasy, and curiosity. We investigated practically about 650 children of 3 to 6 grade of elementary schools to find which factor of the three categories makes video games the most attractive to the children. There are several differences among the favoured intrinsic motivations between sexes and grades. The boys like challenge, regardless of grade. Tendency of preference is not found in girls' ratio. In order to plan and construct video games for science learning, screen on computer should be added to the three intrinsic motivations, which will lead to learning environment where children's activities and thinking become wider. We must situate the computer as a tool of thinking.
