The purpose of this study is to examine the potential of game-based learning as an information and communication technology for educational activities, with a focus on enhancing emotional intelligence. The study aims to understand the effectiveness of game-based learning, identify key contributing factors, and provide practical insights for learning and personal development. The article covers the principles and strategies for designing game-based learning environments that are specifically tailored to promote emotional intelligence in learners, considering elements such as game design, feedback mechanisms, and interactive features. The transformation matrix of the self-assessment test of emotional intelligence to game situations is presented. Links between “EI test questions”, “Mechanics” (game rules), “Dynamics” (game strategies, and time), “Game aesthetics”, and “Pedagogical strategies” are shown. This article presents a quantitative analysis of the results from a controlled study that investigates the effectiveness of game-based learning in improving emotional intelligence. It could provide insights into the measurable impact of such educational activities. A paper prototype of the emoji test was presented, and multivariate testing of the level of emotional intelligence, emotional burnout, and aggression of university students and teachers before and after the game was conducted with the help of EI. Playing games based on emotional intelligence and following the recommendations led to positive changes: an increase in emotional intelligence and a decrease in emotional energy and aggression. The study results contain recommendations for teachers, instructors, or organizations interested in implementing game-based learning programs. The study can contribute to the broader field of emotional intelligence theory and learning by expanding the understanding of how computer game-based learning as interactive ICT experiences can influence the development of emotional intelligence and the quality of education.