Many researchers have posited different types of engagement, distinguishing between behavioral, cognitive and affective engagement. We think that game designers and learning researchers should examine all types of engagement using multiple methodologies as a means to understand what students are learning from educational games during game play. In this article, we present findings from a qualitative study (N = 30) that focuses on the importance of cognitive and affective engagement during game play with educational games. To do this, we used the game called Ferran Alsina. The GIE research group from the Polytechnic University of Catalonia created this game that would help also to develop learning competences skills. The game used the Catalan education curriculum to work on the learning competences of primary education skills. We discuss the implications of our findings with educational games and results for measuring engagement.
