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

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.