<p>While cognitive and affective factors are known to influence learning outcomes, limited research has explored the predictive roles of hedonic value and epistemic value in the context of geographic fieldwork. Grounded in the Stimulus-Organism-Response (S-O-R) framework, this study examined how spatial self-efficacy interacts with hedonic and epistemic values to influence learning outcomes during a reality puzzle game facilitated through instant messaging. A total of 179 high school students participated in the game, which was designed to engage them in solving geographic tasks and exploring local environments via the Line platform. Pre-tests, post-tests, and questionnaires were employed to measure spatial self-efficacy, hedonic value, epistemic value, and their relationship to learning progress. Structural equation modeling (SEM) was used to analyze the hypothesized relationships among these variables. The findings revealed that epistemic value, driven by curiosity and knowledge acquisition, had a stronger predictive effect on learning progress compared to hedonic value, which is associated with enjoyment. Additionally, spatial self-efficacy was positively correlated with both experiential values, indicating that students with higher confidence in spatial tasks experienced greater engagement and enjoyment during the puzzle-solving activities. These results suggest that integrating reality puzzle games into geographic fieldwork, while enhancing students’ spatial self-efficacy, can significantly improve their learning outcomes. The study highlights the potential of using instant messaging platforms such as Line to create interactive, puzzle-based learning experiences that foster both enjoyment and deeper cognitive engagement in geography education.</p>