Interdisciplinary learning has become prevalent as a means of solving problems encountered in everyday life. Yet, there is a lack of experimental studies investigating strategies to facilitate interdisciplinary learning. This study explored the impacts of timing and types of instructional materials on the study of interdisciplinary subjects. A 2 × 2 quasi-experimental design was conducted in which the first independent variable was the timing of instructional materials (prior versus after) and the other was the types of gameplay (digital versus non-digital game). The dependent variables were learning outcomes and academic emotions. A sample of 134 seventh graders participated in the study. The results indicated that the timing of instructional materials resulted in significant differences on students' learning outcomes. Moreover, the effects of the timing of instructional materials in conjunction with the types of gameplay improved interdisciplinary learning outcomes and induced positive emotions. Discussions of the findings and pedagogical implications are provided.