A teaching methodology focused on the use of a videogame: analysis of the engagement of students with special educational needs

In this paper we reflect on the effects of a methodology based on the use of a videogame in terms of engagement of students with special educational needs. By referring to theoretical lenses useful to characterize students’ in-the-moment engagement, we analyse data collected within a teaching experiment conducted within mixed-abilities lower secondary school classes. The results of our analysis show a general positive trend in the evolution of students’ engagement structures.