Games are a key component of a classroom. Whether they are used in centres for imaginative play, or as a tool for learning math concepts, calling something a game makes the learning objective less obvious and increases the fun factor.  Hsieh, Lin, and Hou (2015) examined engagement patterns in game-based learning environments, which were defined as “provid[ing] sufficient challenges, immediate and clear feedback, and playable experiences to increase students’ engagement in the learning process” (p. 336). The authors looked at gender differences in the relationship between engagement and game-based learning. This study focused on electronic games as tools for learning. Students’s engagement and participation was evaluated through verbal and non-verbal cues, such as body language and facial expression.

The study found that “males were more involved in the game task and had greater engagement in exploratory behaviours than females” (Hsieh, Lin, and Hou, 2014, p. 345). They also made inferences in regards to females comfort with technology. This study offers and interesting cultural perspective, as it takes place in Taiwan. Students were not interviewed, which could potentially have yielded contradictory results, such as in Skinner, Kindermann, and Furrer’s 2009 study where “students reported that they were more behaviorally engaged than teachers judged them to be” (p. 517).

Hsieh, Y., Lin, Y., & Hou, H. (2015). Exploring elementary-school students’ engagement patterns in a game-based learning environment. Journal of Educational Technology & Society, 18(2), 336-348.

Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525.