Purpose This study examines the role of learners’ cognitive attention and emotional engagement in enhancing vocabulary learning performance within a digital game-based learning environment. By combining cognitive and affective perspectives, the research paper aims to provide a deeper understanding of how attention and emotion jointly influence vocabulary acquisition. Design/methodology/approach A total of 60 students from Informatics Engineering at Universitas Buddhi Dharma (CEFR B1–B2 level) participated in this quantitative study. Eye-tracking technology was used to capture learners’ visual attention, while facial emotion recognition software analysed emotional expressions during gameplay. Vocabulary learning performance was assessed using pre-test and post-test scores. Correlation and multiple regression analyses were conducted to examine relationships among cognitive attention, emotional engagement and learning outcomes. Findings Results revealed significant vocabulary improvement following the game-based intervention. Both cognitive attention and emotional engagement were positively correlated with vocabulary performance, and regression analysis showed that they jointly predicted learners’ gains. Cognitive attention was the stronger predictor, while emotional engagement also contributed significantly to learning outcomes. Research limitations/implications This study was limited to 60 students from Informatics Engineering at Universitas Buddhi Dharma, which may restrict the generalisability of the findings. The emotional engagement measure focused on a limited set of affective indicators, suggesting that future research should adopt a broader range of multimodal data, including physiological and behavioural metrics. Expanding the participant pool and using longitudinal designs would provide deeper insight into the sustained effects of cognitive and emotional factors in digital game-based vocabulary learning. Practical implications The findings highlight the importance of designing digital learning environments that balance cognitive challenge with emotional engagement to enhance learners’ motivation, focus and vocabulary retention. Social implications This study highlights the potential of digital game-based learning to make language education more inclusive and engaging, particularly for students in technical disciplines such as Informatics Engineering. By fostering positive emotions and sustained attention, technology-supported learning can help reduce language anxiety and promote confidence in communication. The integration of cognitive and emotional analytics encourages a more human-centred approach to education, bridging the gap between technology and empathy in teaching. Such insights contribute to developing emotionally intelligent, socially responsive learning environments that support lifelong learning and employability. Originality/value This study provides empirical evidence of the integrated influence of cognitive and emotional factors on vocabulary learning, demonstrating the potential of multimodal learning analytics in digital education. It extends Cognitive Load Theory, the Control-Value Theory of Achievement Emotions and the Affective Learning Framework to the context of digital game-based vocabulary learning.
Harisa Mardiana (Thu,) studied this question.