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Chromatics has been an important subject in design education since colors can make significant differences in the meanings and values of designed objects. However, only a few studies sought to assist students in learning chromatics, let alone to investigate their views on mobile game-based learning of this subject. To remedy these deficiencies, we firstly developed a color game to help students learn chromatics through color mixing. Then, drawing on reasonable and emotional factors, we designed a research model to investigate the students’ decision-making about the game. After analyzing the feedbacks from a total of 205 students, this study showed that (1) perceived attractiveness was the most significant emotional factor behind the subjects’ intention to play the game; (2) perceived usefulness was a reasonable factor that indirectly influenced the subjects’ intention; (3) perceived enjoyment, as another emotional factor, exerted a significant and direct influence on the subjects’ perceived usefulness. These findings indicated that emotional factors played not only a pivotal role in the subjects’ intention to play the color game but also a leading one in their reasonable response to the game.

Reason and Emotion: How They Drive Students to Play a Color Game