Attending a game session rather than a lecture increased all epistemic emotions except boredom among university students in a Diplomacy-based international relations course.¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Game sessions increased curiosity, enjoyment, surprise, confusion, anxiety and frustration relative to lectures, while boredom was reported less often in game sessions. → Ketonen 2026
Evidence¶
Ketonen 2026¶
Ketonen, E. E., Kruskopf, M., Lonka, K., & Mattlin, M. (2026). Dynamics of university students' epistemic emotions during game-based learning in an international relations course. Instructional Science. https://doi.org/10.1007/s11251-025-09771-2
q2 · i? · associational · r2
Within-person DSEM analysis of 212 session-level surveys nested in 22 students, controlling lagged effects. Standardised session-type coefficients ranged from 0.18 (curiosity) to 0.44 (surprise); boredom was −0.28. The article reports " increased all other epistemic emotions except boredom ".
"Attending a game session (rather than a lecture) increased all other epistemic emotions except boredom (see Table 2), which again was less often reported in game sessions compared to lectures"
Discussion¶
Learner Variables¶
- Achievement Emotions — outcome: instruction changes it
Related Claims¶
- Students whose anxiety, surprise or enjoyment decreased over the course achieved more positive learning-outcome change than students with stable trajectories in those emotions. — related
- During the course, curiosity, enjoyment, confusion and anxiety decreased over time, boredom increased, and surprise and frustration remained stationary. — related
- Epistemic emotions showed no significant carry-over (autoregressive) stability from one course session to the next, except boredom after session type was included. — related
- The session-type-by-time interaction showed anxiety increasing in game sessions while decreasing in lectures, and confusion declining more steeply in game sessions. — related
- Most variance in students' epistemic emotions was situational (within-person) fluctuation, with 18–37% due to between-person variability. — related
- Competition was a constant source of enjoyment for math circle participants, with evaluation focused on the task rather than the individual — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
game-sessions-increase-epistemic-emotions-except-boredom |
title |
Attending a game session rather than a lecture increased all epistemic emotions except boredom among university students in a Diplomacy-based international relations course. |
description |
Attending a game session rather than a lecture increased all epistemic emotions except boredom among university students in a Diplomacy-based international relations course. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ketonen-2026 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.