{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,18]],"date-time":"2026-03-18T04:25:36Z","timestamp":1773807936186,"version":"3.50.1"},"reference-count":39,"publisher":"IGI Global","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2020,1]]},"abstract":"<jats:p>Researchers have posited different types of engagement, distinguishing between behavioral, cognitive, and affective engagement and theoretical frameworks have helped explain the psychological aspects of engagement. However, game 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. Conclusive results require psychological aspects and learning characteristics to be considered, but also require a deeper understanding of the intricate links between learning and game mechanics for engagement. This article presents the findings from a qualitative study with thirty participants that focuses on the importance of affective and cognitive engagement during game play with educational games. To do this, the researchers used Ferran Alsina, a game that would help to develop learning competences of primary education skills. Researchers obtained the experiences of students through a game play session, basic game metrics, think-aloud protocol, observation and focus groups. Results shows that the game provided participants an active participation associated with both affective and cognitive engagement. Without attention to cognition the atuhors risk losing valuable data that relate to a student's learning. Researchers should consider multiple qualitative methodologies and game play experience analysis as student experiences are qualitative.<\/jats:p>","DOI":"10.4018\/jitr.2020010102","type":"journal-article","created":{"date-parts":[[2019,10,23]],"date-time":"2019-10-23T13:18:25Z","timestamp":1571836705000},"page":"17-29","source":"Crossref","is-referenced-by-count":5,"title":["How Could the Use of Game Elements Help Students' Affective and Cognitive Engagement During Game Play?"],"prefix":"10.4018","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9699-9087","authenticated-orcid":true,"given":"Ruth S.","family":"Contreras-Espinosa","sequence":"first","affiliation":[{"name":"University of Vic-Central University of Catalonia, Vic, Spain"}]},{"given":"Jose Luis Eguia","family":"Gomez","sequence":"additional","affiliation":[{"name":"Polytechnic University of Catalonia, Barcelona, Spain"}]}],"member":"2432","reference":[{"key":"JITR.2020010102-0","doi-asserted-by":"publisher","DOI":"10.1080\/0729436052000318541"},{"key":"JITR.2020010102-1","doi-asserted-by":"publisher","DOI":"10.2307\/2673158"},{"key":"JITR.2020010102-2","doi-asserted-by":"publisher","DOI":"10.1080\/02635141003748358"},{"key":"JITR.2020010102-3","author":"M.Boekarts","year":"2000","journal-title":"Handbook of selfregulation: Theory, research and applications"},{"key":"JITR.2020010102-4","doi-asserted-by":"publisher","DOI":"10.1016\/j.chb.2011.11.020"},{"key":"JITR.2020010102-5","doi-asserted-by":"publisher","DOI":"10.1016\/j.jesp.2009.02.016"},{"key":"JITR.2020010102-6","first-page":"81","article-title":"Engagement in digital games","author":"P.Cairns","year":"2016","journal-title":"Why Engagement Matters: Cross-Disciplinary Perspectives of User Engagement in Digital Media"},{"key":"JITR.2020010102-7","author":"L. 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Paper presented at theV Congreso Internacional de Videojuegos y Educaci\u00f3n (CIVE\u201917), Santa Cruz de Tenerife, Spain."},{"key":"JITR.2020010102-10","author":"M.Csikszentmihalyi","year":"2008","journal-title":"Flow: The psychology of optimal experience"},{"key":"JITR.2020010102-11","doi-asserted-by":"publisher","DOI":"10.1037\/0003-066X.48.2.90"},{"key":"JITR.2020010102-12","doi-asserted-by":"publisher","DOI":"10.7195\/ri14.v9i2.35"},{"key":"JITR.2020010102-13","doi-asserted-by":"publisher","DOI":"10.1207\/s15327884mca0503_3"},{"key":"JITR.2020010102-14","doi-asserted-by":"publisher","DOI":"10.1016\/j.chb.2016.08.050"},{"key":"JITR.2020010102-15","doi-asserted-by":"publisher","DOI":"10.1201\/b13172"},{"key":"JITR.2020010102-16","doi-asserted-by":"publisher","DOI":"10.1145\/950566.950595"},{"key":"JITR.2020010102-17","unstructured":"Haesler, S., Obernesser, K., Raupp, T., Jahnke, C., Stapf, J., & Br\u00e4ker, J. \u2026 Steinicke, F. (2016). Edutainment & Engagement at Exhibitions: A Case Study of Gamification in the Historic Hammaburg Model. In Mensch und Computer 2016 - Tagungsband. Aachen: Gesellschaft f\u00fcr Informatik e.V."},{"key":"JITR.2020010102-18","doi-asserted-by":"publisher","DOI":"10.1016\/j.ijhcs.2008.04.004"},{"key":"JITR.2020010102-19","first-page":"69","article-title":"Time and learning: A review","author":"N.Karweit","year":"1989","journal-title":"School and classroom organization"},{"key":"JITR.2020010102-20","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2010.02.007"},{"key":"JITR.2020010102-21","unstructured":"Klopfer, E., Osterweil, S., & Sallen, K. (2009). Moving learning games forward: Obstacles, opportunities & openness. The education Arcade. 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