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 |
| 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 |
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