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The Effect of Auditory Emotional Design in Digital Game-Based Learning

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Title: The Effect of Auditory Emotional Design in Digital Game-Based Learning
Language: English
Authors: Panpan Li, Caiyan Liu, Zhikeng Wang, Jieni Zhan, Bo Li, Xitao Fan, Zhihui Cai (ORCID 0009-0007-8783-0080)
Source: Journal of Computer Assisted Learning. 2026 42(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Game Based Learning, Psychological Patterns, Emotional Response, Music, College Students, Auditory Stimuli, Learner Engagement, Retention (Psychology), Computer Games, Educational Games, Instructional Design
DOI: 10.1002/jcal.70222
ISSN: 0266-4909
1365-2729
Abstract: Background and Objectives: The effects of auditory emotional design in digital game-based learning (DGBL) remain controversial, partly due to differences in emotional valence (e.g., positive vs. neutral). Guided by the Emotional Integration Model in game-based learning (EmoGBL), this study examines how background music with different emotional valences shapes learners' learning-related experiences and outcomes. Methods: This study enlisted 162 university students and randomly assigned them to one of three game-based learning environment conditions: positive background music, neutral background music, and no background music. Results and Conclusions: The results demonstrated that positive background music significantly enhanced learners' positive mood. Furthermore, both positive and neutral background music significantly increased learners' engagement, flow, and learning retention scores. A mediating analysis between the background-music and non-background-music groups confirmed the mediating effect and chain-mediating effect of flow, with engagement and flow experience playing a chain-mediating role between background music and knowledge retention. Additionally, behavioural logs showed that learners exposed to positive background music exhibited a greater frequency of learning-related behaviours. Moreover, the analysis of the expression recognition data lent further support to this perspective. This study underscores the potential of positive music as a facilitative element in DGBL.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500469
Database: ERIC
FullText Text:
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  Data: The Effect of Auditory Emotional Design in Digital Game-Based Learning
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  Data: <searchLink fieldCode="AR" term="%22Panpan+Li%22">Panpan Li</searchLink><br /><searchLink fieldCode="AR" term="%22Caiyan+Liu%22">Caiyan Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Zhikeng+Wang%22">Zhikeng Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Jieni+Zhan%22">Jieni Zhan</searchLink><br /><searchLink fieldCode="AR" term="%22Bo+Li%22">Bo Li</searchLink><br /><searchLink fieldCode="AR" term="%22Xitao+Fan%22">Xitao Fan</searchLink><br /><searchLink fieldCode="AR" term="%22Zhihui+Cai%22">Zhihui Cai</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-8783-0080">0009-0007-8783-0080</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2026 42(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 20
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  Data: <searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Music%22">Music</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Stimuli%22">Auditory Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Games%22">Computer Games</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink>
– Name: DOI
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  Data: 10.1002/jcal.70222
– Name: ISSN
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
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  Data: Background and Objectives: The effects of auditory emotional design in digital game-based learning (DGBL) remain controversial, partly due to differences in emotional valence (e.g., positive vs. neutral). Guided by the Emotional Integration Model in game-based learning (EmoGBL), this study examines how background music with different emotional valences shapes learners' learning-related experiences and outcomes. Methods: This study enlisted 162 university students and randomly assigned them to one of three game-based learning environment conditions: positive background music, neutral background music, and no background music. Results and Conclusions: The results demonstrated that positive background music significantly enhanced learners' positive mood. Furthermore, both positive and neutral background music significantly increased learners' engagement, flow, and learning retention scores. A mediating analysis between the background-music and non-background-music groups confirmed the mediating effect and chain-mediating effect of flow, with engagement and flow experience playing a chain-mediating role between background music and knowledge retention. Additionally, behavioural logs showed that learners exposed to positive background music exhibited a greater frequency of learning-related behaviours. Moreover, the analysis of the expression recognition data lent further support to this perspective. This study underscores the potential of positive music as a facilitative element in DGBL.
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  Data: 2026
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      – Text: English
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        PageCount: 20
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      – SubjectFull: Game Based Learning
        Type: general
      – SubjectFull: Psychological Patterns
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      – SubjectFull: Emotional Response
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