Low-trait EI learners, how-ever, are more likely to engage in achievement-orientedactivities such as trying to achieve the game’sgoals(Herodotou et al.,2011). Therefore, the support of morelearning activities embedded in the game is needed, and thelearning performance would then be improved. Moreover,learners with low-trait EI may not be good at coping withpsychological pressure, resulting in lower learning perfor-mance (Petrides et al.,2004).

In particular, theinfluences of high- and low-trait EI were found, with thestudents with high-trait EI behaving differently from thosewith low-trait EI. This reveals that there is a need toconsider designing personalization solutions for differentlevels of trait EI learners to accommodate their needs inDGBL environments. High-trait EI learners may be betterable to maintain the social relationships required for effec-tive group work (Lopes, Salovery, & Straus,2003).

high-trait EI students have betterself-efficacy to deal with situations and to judge situationsas challenges to achieve better learning performance(Mikolajczak & Luminet,2008). Petrides et al. (2004)alsofound that high-trait EI was associated with better learningperformance