https://www.mdu.se/

Emotions play a pivotal role in shaping learners’ engagement and motivation. Yet, little is known about how emotional fluctuations unfold within virtual gamified learning environments, despite their growing importance in higher education. This study investigates how a bundle of game design elements in a virtual learning exercise evoke learners’ emotional responses, and how these emotions, in turn, affect learners’ engagement and motivation throughout gameplay. Using a mixed-method research design, we examined the emotional experiences of 71 university students participating in the virtual version of the Strategic Business Game (VSBG). Qualitative analysis revealed that game elements such as time pressure, information asymmetry, and social interaction evoked both positive and negative emotions, often simultaneously. Quantitative results showed that negative emotions significantly decreased both engagement and motivation, while positive emotions enhanced motivation. Interestingly, engagement appeared more sensitive to negative emotional experiences, whereas motivation was shaped by both positive and negative emotions. These findings highlight the importance of emotional calibration in the design of gamified virtual learning environments. Understanding how emotions shape learning can inform more effective pedagogical strategies that sustain engagement and motivation over time.