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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
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
FullText Text:
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Chun-Chia+Wang%22">Chun-Chia Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Hsuan-Chu+Chen%22">Hsuan-Chu Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Jason+C%2E+Hung%22">Jason C. Hung</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Interactive+Technology+and+Smart+Education%22"><i>Interactive Technology and Smart Education</i></searchLink>. 2025 22(2):304-331.
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  Data: 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
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  Data: 28
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  Data: Journal Articles<br />Reports - Research
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  Data: 10.1108/ITSE-01-2024-0015
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1741-5659<br />1758-8510
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: EJ1492945
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        Value: 10.1108/ITSE-01-2024-0015
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      – Text: English
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        PageCount: 28
        StartPage: 304
    Subjects:
      – SubjectFull: College Students
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Game Based Learning
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      – SubjectFull: Eye Movements
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      – SubjectFull: Recognition (Psychology)
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      – SubjectFull: Emotional Response
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Attention
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      – TitleFull: 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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