Reflections of Collaborative Digital Game-Based Learning on Student Emotions, Social Interaction, and Classroom Management

This study aimed to examine the effects of digital games, played collaboratively, on fourth-grade students’ emotional experiences, peer interactions, and classroom managementdynamics. A mixed-methods design was employed, involving 31 primary school students.Data triangulation was achieved through the Brief Emotional Experience Scale (BEES),open-ended reflections, structured classroom observations, and semi-structured interviewswith all participants over a four-week implementation period. Quantitative analysis, usingFriedman and Wilcoxon signed-rank tests, revealed statistically significant improvementsin emotional states. Positive emotions increased significantly between Weeks 2 and 4, whilenegative emotions decreased between Weeks 3 and 4, suggesting that emotional shiftsemerged progressively. Qualitative thematic analysis supported these results, with studentsdescribing the experience as enjoyable, motivating, and socially engaging. Observationsindicated high levels of active participation, peer support, and shared responsibility.However, challenges such as occasional competition-related tension and increased noiselevels were noted, highlighting the necessity of structured facilitation. Overall, the findingssuggest that digital games played in a collaborative, whole-class format can fosteremotionally engaging and socially interactive environments. The study concludes thatsuccessful implementation depends on clear pedagogical planning and proactive classroommanagement strategies to balance engagement with classroom order.