Does emotion matter? An investigation into the relationship between emotions and science learning outcomes in a game‐based learning environment

Game‐based learning environments typically elicit a variety of emotions; however, the influence of emotions on game‐based learning is basically underemphasized. This study sought to investigate how emotions are related to science learning in a gaming context. Humunology, an educational game for learning about the human immune system, was used, and 112 seventh graders aged 12–13 years old took part. The results indicated that learning through playing Humunology was effective and that the long‐term effect of this approach on learning retention was promising in comparison to traditional web‐based instruction. A cluster analysis by the K‐means algorithm categorized the students who learned through playing Humunology into two core groups. Students in cluster 1 experienced substantial levels of both positive and negative emotions while learning through playing Humunology , whereas the students in cluster 2 experienced primarily positive emotions. Although students who experienced primarily positive emotions had better learning outcomes right after playing Humunology , the learning effect declined as time passed, to the extent that they performed the same as those who experienced both positive and negative emotions in terms of long‐term learning retention. The significant findings of the study and their interpretations are discussed, and limitations and suggestions for future work are provided. Practitioner Notes What is already known about this topic Game‐based learning facilitates science learning. Both cognitive and emotional involvements are critical to engagement in game‐based learning. Most existing studies primarily provide evidence for the influence of educational games on learning from cognitive perspectives. What this paper adds Learning through playing Humunology can be effective, and its long‐term learning retention effects are promising. The learning performance of the players who primarily experienced positive emotions increased significantly right after exposure to the game, but the learning effect decreased over time. The players who experienced both positive and negative emotions exhibited short‐term learning from playing the game, as well as long‐term learning that was steadily retained over time. Implications for practice and/or policy Games have great potential for facilitating long‐term science learning, but this can only be accomplished through games with design elements underpinned by solid learning theories. Negative emotions experienced by players in game‐based learning might be more beneficial for long‐term learning retention, a possibility which should not be overlooked. The challenges that players confront in achieving game goals may create a continuous cycle of cognitive disequilibrium and accommodation, which may in turn cause negative emotions while also resulting in true learning.