| Sumario: | Background and Objectives: The effects of auditory emotional design in digital game‐based learning (DGBL) remain controversial, partly due to differences in emotional valence (e.g., positive vs. neutral). Guided by the Emotional Integration Model in game‐based learning (EmoGBL), this study examines how background music with different emotional valences shapes learners' learning‐related experiences and outcomes. Methods: This study enlisted 162 university students and randomly assigned them to one of three game‐based learning environment conditions: positive background music, neutral background music, and no background music. Results and Conclusions: The results demonstrated that positive background music significantly enhanced learners' positive mood. Furthermore, both positive and neutral background music significantly increased learners' engagement, flow, and learning retention scores. A mediating analysis between the background‐music and non‐background‐music groups confirmed the mediating effect and chain‐mediating effect of flow, with engagement and flow experience playing a chain‐mediating role between background music and knowledge retention. Additionally, behavioural logs showed that learners exposed to positive background music exhibited a greater frequency of learning‐related behaviours. Moreover, the analysis of the expression recognition data lent further support to this perspective. This study underscores the potential of positive music as a facilitative element in DGBL. Key Points: This study explores how background music with different emotional valences shapes learners' experiences and learning outcomes in digital game‐based learning (DGBL).Guided by the Emotional Integration Model (EmoGBL), this study validates that emotional design plays a crucial role in balancing entertainment and education in educational games.Findings indicate that positive background music enhances learners' positive mood and knowledge retention, while both positive and neutral background music improve engagement, flow, and learning outcomes.Engagement and flow exert a chain‐mediating effect between background music and knowledge retention, with behavioural logs and expression recognition data supporting increased learning‐related behaviours in the positive music condition. Practitioner Notes: What is already known about this topic ○Digital game‐based learning (DGBL) has been widely researched and its validity is confirmed in many ways.○The Emotional Integration Model in game‐based learning (EmoGBL) suggests that the emotional design factors could affect learning outcomes in DGBL by influencing the learning process.What this paper adds ○Emotional design plays a crucial role in balancing entertainment and education within educational games.○Positive background music significantly enhanced learners' positive mood and knowledge retention.○The inclusion of music in DGBL contributed to a more immersive and engaging learning experience.Implications for practice and/or policy ○The development and applications of future educational games could incorporate appropriate background music to support and enhance learners' engagement and learning outcomes in the game‐based learning process.○Through appropriate game design, it is possible to maximise the positive impact of DGBL.
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