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Engagement and Games for Learning

Aim. In this article, we argue for an expanded definition and treatment of engagement when studying games for learning. Background. It is common for researchers in the field to collapse behavioral, cognitive, and affective engagement into one shared category. We assert that educators and games for learning researchers should examine all types of engagement using multiple methodologies as a means to better understand precisely what students are learning from game play. Method. We present findings from a small (N = 58) qualitative study that highlights the importance of accounting for behavioral, cognitive, and affective engagement when evaluating learning from games. We also discuss methodologies that are successful for this type of evaluation. Results. Finally, we discuss the implications of our findings for those creating games for learning and for measuring learning gains.