This paper reports the findings of an ongoing study of engagement in computer-based learning environments. The purpose of the study was to look at what engages people in computer games and to see how those patterns of engagement might be used within computer-based learning environments. The age of participants ranged from four to adulthood. Participants, engaged in both open systems and closed systems, were studied to ferret out strategies of learner engagement. Results are discussed in the following areas: problem definition; visual quality, including passive and active aesthetics; types of interactions; and point of view. Findings indicate that problem identification, physical representation, and interaction styles can be manipulated to help foster engagement of learners in computer-based learning environments. (MES)