This study quantitatively and qualitatively measured gender and age differences in cognitive, affective, and behavioral engagement while playing video games among the University of North Texas (UNT) undergraduate students. Also, it examined the relationship between time spent playing video games and the three engagement states. For the quantitative method, the data of this study was collected via an online survey, the Consumer Video Game Engagement Scale (CVGES), distributed at UNT (N = 140). The qualitative method involved asking open-ended questions at the end of the survey. The CVGES uses a 5-point Likert scale that encompasses three subscales: (a) Cognitive Engagement, (b) Affective Engagement, and (c) Behavioral Engagement. A series of analyses were conducted to analyze the quantitative data via SPSS. Also, the open-ended questions' responses were analyzed by using an inductive analysis approach. The main findings of this study were: (a) there were significant differences between males and females in cognitive, affective, and behavioral engagement, (b) there were no significant differences between age groups in the three engagement states, and (c) there is a positive relationship between the time spent playing a video game and the three engagement states. Also, the game elements, such as characters, storytelling, content, the objective …

This mixed methods study examined teacher attitudes towards technology and their relationship to the integration of technology in technology-rich learning environments.