Exploratory Study on the Impact of Game-Based Learning on Student Engagement Dima Yousef School of Business Administration Canadian University of Dubai Dubai, UAE Said Baadel School of Liberal Arts and Sciences Canadian University of Dubai Dubai, UAE Rama Makad School of Liberal Arts and Sciences Canadian University of Dubai Dubai, UAE Abstract— Motivating students has always been the main concern of seasoned and new teachers. This is evident as they plan their lessons meticulously to ensure that their students are actively engaged in some form of activity or preparing for a task. The purpose of the paper is to examine the advantages, obstacles, and impact of using games on student engagement and involvement throughout the learning process. The findings will reveal that game-based learning has a profound and positive outcome on student level of motivation, comprehension, and retention of newly taught concepts. Keywords— Game-based learning; engagement; motivation I. INTRODUCTION As educators, we should recognize the phenomenal transformations affecting our classrooms and the traditional paradigm of teaching and learning. Students are developing skills that may seem insignificant and irrelevant to many of us, but the fact is these emerging skills are innate progression to the technological eruption. New forms of literacies are emerging, and teachers have to adapt to these new changes. Therefore, educators and decision makers have to accept the fact that the ongoing educational revolution requires more than increasing skillsets; it is about renovation, innovation, and quality. Educators and parents need to develop a mindset that would embrace games as a viable and creative solution to enhance student motivation and engagement in the learning process. Research suggests that the implementation of games during the learning process would enhance the learning and teaching experience. Therefore, educators and researchers concerned with the lack of motivation and engagement of students are considering drastic measures to boost motivation levels and enrich the learning experience for both the teachers and the students. One approach to keep students engaged would be “to look at scenarios where people easily remain engaged. Video games are an example. Players are passionate about their games. Any parent who has watched a teenager play video games can attest to this; games keep them absorbed for hours [1]’. The growing concern among educators to provide students with engaging and challenging learning environment has triggered a great deal of research to address the lack of motivation and how to maintain in today’s classrooms. For example, a pilot program in the online classrooms of the College of Business and Technology adopted the gamification theory in the classrooms [1]. Initial results of Kaplan University’s gamification pilot program show that 155% more student engagement. Increased engagement is associated with success as it “leads to higher levels of achievement, greater likelihood of graduation, and deeper satisfaction”. Universities should consider implementing the element of “games” into their curriculum especially when learning outcomes are met and results are substantially positive. Moreover, “game-based learning epitomizes many qualities of digital engagement and can serve as a new e-learning model that focuses less on content and more on designing experiences to stimulate innovative ways of thinking, problem solving, and collaboration [6]”. The objective of this study is to investigate and analyze the impact of using games and the elements of games on student engagement. Moreover, professors’ feedback and response will be investigated in correlation to classroom management and lesson planning. The outcomes will provide insight into the causes, possible solutions and strategies to enhance classroom engagement of tertiary-level students in the United Arab Emirates. This paper addresses the following questions: 1. What is motivation? 2. What is game-based learning? 3. Can game-based learning approach improve student engagement? II. WHAT IS MOTIVATION? Every time we wonder why our students are not motivated enough, we perhaps need to begin by asking them to provide us with their own definition of motivation and to encourage them to explore what motivates them as students and individuals in today’s society. As teachers, we should always consider the different aspects of motivation: intrinsic and extrinsic as well as the array of desires or wants that contribute to the attainment of learning outcomes. A good place to start would be looking at major theories of motivation, such as Maslow’s Hierarchy of Needs and