Abstract
In this study, we investigated the effect of game-based writing environment for improving students' participation, performance and interest of writing. An experiment was conducted to evaluate the effectiveness of two conditions in language art courses at an elementary school. Total of 245 third graders students participated in the experiment during a year. 139 students were assigned to the experimental group and learned with a game-based writing environment (GWE), and 106 students were in the control group and learned with an online writing environment (OWE). From the empirical results, it was found that GWE could effectively promote students' writing participation, writing performance, interest on writing, as well as their perceptions of the use of educational self-management games. Moreover, some implications about the experimental results were also discussed.