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The Role of Emotions in Game-Based Learning
Abstract
There is an important relationship between learning (academic achievement) and emotions. Students engagement in classroom activities are usually described as a function of factors such as human needs, affect, intention, motivation, interest, and identity. Research studies suggest that students have a better learning experience when they like the teacher and the curriculum. Several articles have suggested the importance of linking situational and dispositional negative or positive emotions to academic achievement, which suggests that researchers have learned much about emotions and achievement by considering the potential moderating role of effortful control (EC) and the mediating role that cognitive processes, motivational mechanisms, and classroom relationships seem to play in linking emotions with achievement.
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