Examining Learners' Cognitive Processes and Learning Emotions in Digital Game-Based Vocabulary Learning: Evidence from Eye-Tracking Technology and Facial Emotion Recognition
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| Title: | Examining Learners' Cognitive Processes and Learning Emotions in Digital Game-Based Vocabulary Learning: Evidence from Eye-Tracking Technology and Facial Emotion Recognition |
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| Language: | English |
| Authors: | Chun-Chia Wang, Hsuan-Chu Chen, Jason C. Hung |
| Source: | Interactive Technology and Smart Education. 2025 22(2):304-331. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, English (Second Language), Second Language Learning, Cognitive Processes, Vocabulary Development, Game Based Learning, Eye Movements, Nonverbal Communication, Recognition (Psychology), Human Body, Emotional Response, Linguistic Competence, Learner Engagement, Technology Uses in Education, Attention |
| DOI: | 10.1108/ITSE-01-2024-0015 |
| ISSN: | 1741-5659 1758-8510 |
| Abstract: | Purpose: This research explored the intersection of cognitive processes, emotions and their impacts on digital game-based vocabulary learning (DGVL) among university students. Recognizing the scant research in this area, especially with integrating innovative technologies, this study aims to understand the influence of these elements using advanced monitoring tools. Design/methodology/approach: This inquiry was carried out as an observational study involving 44 university students segmented into three English language proficiency levels: high, intermediate and low based on their English course scores. The methodological tools included a portable eye tracker to observe visual behaviors and deep learning technology to identify and analyze the participants' emotional responses and engagement with the DGVL during the learning process. Findings: The results showed that distinct fixation sequences and variations in visual attention during DGVL were correlated with different levels of competency, suggesting a direct correlation between visual engagement and language competence. In addition, emotional transitions, predominantly from engagement ("flow") to challenge ("frustration"), were common among participants, reflecting the emotional dynamics of learning. Furthermore, all participants consistently focused on the English vocabulary definitions, indicative of their targeted approach to understanding and test preparation. These findings highlighted the intricate dynamics between emotions and cognitive processes in learning environments. Originality/value: Contribution of this study shows the interplay of cognitive engagement and emotional experiences in the context of DGVL. It underscored the complex nature of these factors and their collective influence on learners' visual and emotional engagement, offering valuable implications for educational strategies and technological applications in language learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492945 |
| Database: | ERIC |
| Abstract: | Purpose: This research explored the intersection of cognitive processes, emotions and their impacts on digital game-based vocabulary learning (DGVL) among university students. Recognizing the scant research in this area, especially with integrating innovative technologies, this study aims to understand the influence of these elements using advanced monitoring tools. Design/methodology/approach: This inquiry was carried out as an observational study involving 44 university students segmented into three English language proficiency levels: high, intermediate and low based on their English course scores. The methodological tools included a portable eye tracker to observe visual behaviors and deep learning technology to identify and analyze the participants' emotional responses and engagement with the DGVL during the learning process. Findings: The results showed that distinct fixation sequences and variations in visual attention during DGVL were correlated with different levels of competency, suggesting a direct correlation between visual engagement and language competence. In addition, emotional transitions, predominantly from engagement ("flow") to challenge ("frustration"), were common among participants, reflecting the emotional dynamics of learning. Furthermore, all participants consistently focused on the English vocabulary definitions, indicative of their targeted approach to understanding and test preparation. These findings highlighted the intricate dynamics between emotions and cognitive processes in learning environments. Originality/value: Contribution of this study shows the interplay of cognitive engagement and emotional experiences in the context of DGVL. It underscored the complex nature of these factors and their collective influence on learners' visual and emotional engagement, offering valuable implications for educational strategies and technological applications in language learning. |
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| ISSN: | 1741-5659 1758-8510 |
| DOI: | 10.1108/ITSE-01-2024-0015 |
