#3772. Emotions and the Comprehension of Single versus Multiple Texts during Game-based Learning

October 2026publication date
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Abstract:
This study examined 57 learners’ emotions (i.e., joy, anger, confusion, frustration) as they engaged with scientific content while learning about microbiology, a game-based learning environment (GBLE). Measures of learners’ prior knowledge, in-game text comprehension, facial expressions of emotion, and posttest reading comprehension were collected to examine the relationship between emotions and single- and multiple-text comprehension. Finally, while increased prior knowledge was associated with higher single- and multiple-text comprehension, there was no interaction between prior knowledge and emotions on multiple-text comprehension. Results from this study provide implications for how emotions can be examined as learners engage in GBLE activities as well as the design of GBLEs to support learners’ emotions.
Keywords:
in-game text; game-based learning; comprehension; learners’ emotions

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