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.
BakerR.D’MelloS. K. D.MercedesM.RodrigoT.GraesserA. C. (2010). Better to be frustrated than bored: The incidence, persistence, and impact of learners’ cognitive-affective states during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies, 68, 223-241.
2.
BoekartsM.PintrichP. R.ZeidnerM. (Eds.). (2000). Handbook of self-regulation: Theory, research and applications. San Diego, CA: Academic Press.
3.
ConnellJ. P.Halpem-FelsherB. L.CliffordE.CrichlowW.UsingerP. (1995). Hanging in there: Behavioral, psychological, and contextual factors affecting whether African American adolescents stay in school. Journal of Adolescent Research, 10, 41-63.
4.
ConsalvoM. (2009). There is no magic circle. Games and Culture, 4, 408-417.
5.
CsikszentmihalyiM. (1990). Flow. New York, NY: Harper Perennial.
6.
EcclesJ. S.MidgleyC.WigfieldA.BuchananC. M.ReumanD.FlanaganC.IverD. M. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experience in school and in families. American Psychologist, 48, 90-101.
7.
ErmiL.MäyräF. (2005). Fundamental components of the gameplay experience: Analysing immersion. In de CastellS.JensonJ. (Eds.), Digital Games Research Association International Conference (pp. 15-27). Vancouver, British Columbia, Canada: Digital Games Research Association (DiGRA).
8.
FINAL FANTASY VII. (1997). Square Enix.
9.
FredericksJ.BlumenfeldP.ParisA. (2004). School engagement: Potential of the concept, and state of the evidence. Review of Educational Research, 74, 59-109.
10.
GarrisR.AhlersR.DriskellJ. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33, 441-467.
11.
GeeJ. P. (2008). Learning and games. In SalenK. (Ed.), The ecology of games: Connecting youth, games, and learning (pp. 21-40). Cambridge, MA: The MIT Press.
KarweitN. (1989). Time and learning: A review. In SlavinR. E. (Ed.), School and classroom organization (pp. 69-95). Hillsdale, NJ: Lawrence Erlbaum.
14.
LaveJ.WengerE. (1991). Situated learning and legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
15.
PetersonP.SwingS.StarkK.WassG. (1984). Students’ cognitions and time on task during mathematics instruction. American Educational Research Journal, 21, 487-515.
RogoffB. (2003). The cultural nature of human development. Oxford, UK: Oxford University Press.
19.
SalenK. (2008). Toward an ecology of gaming. In SalenK. (Ed.), The ecology of games: Connecting youth, games, and learning (pp. 1-20). Cambridge, MA: The MIT Press.
20.
SalenK.ZimmermanE. (2003). Rules of play: Game design fundamentals. Cambridge, MA: The MIT Press.
21.
SchappsE. (2003, April). The role of supportive school environments in promoting academic success. Sacramento: California Department of Education Press.
22.
VygotskyL. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
23.
WentzelK. R. (1998). Social relationships and motivation in middle school. Journal of Educational Psychology, 90, 202-209.
24.
WilsonD.ElliottD. (2003, June). The interface of school climate and school connectedness: An exploratory review and study. Paper presented at the Wingspread Conference on School Connectedness: Strengthening Health and Educational Outcomes for Teens, Racine, WI.
25.
ZimmermanB. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 21, 3-17.
