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This study investigated the correlation between game addiction, achievement emotions, and motivation in the e-learning context. This research collected data through an online questionnaire that briefly explained the study’s aim, demographic questions, the Game Addiction Scale (GAS), the e-Learning Achievement Emotion Questionnaire (eLAEQ), and the e-Learning Motivation Scale (eLMS). 607 high school, undergraduate, and graduate students participated in this study — Data analysis involved the utilization of structural equation modeling. The study findings reveal that game addiction substantially impacts positive and negative emotions and intrinsic and extrinsic learning motivations. Moreover, positive emotions significantly affect intrinsic and extrinsic learning motivations. Conversely, negative emotions have a substantial impact on intrinsic learning motivation but not on extrinsic learning motivation.
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