This study investigates the influence of game elements on active learning intentions within digital learning platforms. Drawing from a situational perspective, we developed a model and validated it using data from 492 respondents collected via questionnaires. Our findings suggest that while social elements enhance active learning intentions, both achievement and immersive elements tend to weaken them. Notably, the spirituality of the learning place serves as a mediator in the relationship between game elements and active learning intentions. Furthermore, we emphasize the moderating effects of different game behavior patterns. This research enriches our comprehension of game elements' role in shaping active learning intentions on digital platforms, offering valuable insights for educators and platform developers.